Impact of Learning Style Preferences on Academic Performance of Professional Physical Education Students

Abstract

Learning style preferences describe the ways learners process and engage with instructional content and are often considered relevant to academic achievement. The present study examined the relationship between learning style preference, sex, and academic performance among professional Physical Education students. A descriptive correlational design was employed with a sample of 197 students enrolled in B.P.Ed and M.P.Ed programmes in West Bengal. Learning styles were assessed using the Index of Learning Styles, classifying students as active or reflective learners, while academic performance was obtained from semester examination scores. Age and sex were treated as control variables. Data were analysed using descriptive statistics, chi-square tests, and comparative analyses, with the level of significance set at p