LEARNING STYLES AND LEARNING OUTCOMES AT SECONDARY LEVEL: A STUDY OF STUDENTS FROM GOVERNMENT AND PRIVATE SCHOOLS
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Abstract
This research paper examines the relationship between learning styles and learning outcomes among secondary school students, with particular attention to differences between government and private school contexts. Drawing upon established theoretical frameworks including Kolb's Experiential Learning Theory (Kolb, 1984), the VARK model (Fleming & Mills, 1992), and the SOLO Taxonomy (Biggs & Collis, 1982), this study synthesises existing research to explore how institutional environments shape learning preferences and academic achievement. The paper presents a comprehensive literature review, proposes a mixed-methods research methodology, and discusses implications for educational practice.
Findings suggest that while private schools generally demonstrate higher academic outcomes, government schools are showing significant improvement in foundational skills. Learning style preferences differ between school types, with reproducing styles showing stronger correlations with academic achievement in both contexts (Sharma & Verma, 2018). The paper concludes with recommendations for differentiated instructional strategies and suggests directions for future research.
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