Learning Styles and Academic Performance among College of Education Students in North Central, Nigeria: A Correlational Study

Abstract

This study investigated the impact of learning styles on the academic performance of National Certificate in Education (NCE) students in Colleges of Education across North Central Nigeria. A descriptive correlational design was employed with data collected from a stratified random sample of 200 students using a structured VARK-based questionnaire and CGPA records. Findings revealed that the dominant preferences were multimodal (65%) and kinesthetic (20%). Pearson’s correlation and ANOVA analyses established a statistically significant relationship between learning styles and performance. Specifically, kinesthetic (r=0.42, p<0.01) and read/write (r=0.38, p<0.01) learners achieved significantly higher mean GPAs (3.42 and 3.35, respectively) than auditory (2.85) and visual (2.91) learners. The results indicate a systemic pedagogical mismatch, where the curriculum and text-heavy assessments favor kinesthetic and read/write modalities, disadvantaging auditory and visual learners. The study concludes that integrating multimodal teaching strategies is crucial for equitable academic outcomes. Recommendations include lecturer training in differentiated instruction and institutionalizing learning style awareness in teacher education programmes.