The Relationship of Learning Styles to Academic Achievement: The Role of Gender and Academic Discipline

In order to investigate the relationship of learning styles to academic achievement, gender, and academic discipline among high school students in Eghlid, 500 students (263 females, 237 males) were selected using cluster sampling method. Participants completed the Kolb’s Learning Styles Inventory (LSI; Kolb,1971). The data were analyzed using chi-square test. Findings indicated: 1) the participants with divergent and assimilator learning styles had higher academic performances than those with convergent and adaptive learning styles, 2) most of the male students had divergent learning styles, whereas the learning styles of most females students were assimilators, and 3) no significant relationship was found between learning styles and academic discipline.