Learning Styles and Academic Achievement: a Case Study of Iranian High School Girl's Students

AbstractThe main purpose of this research was to investigating the relationship between learning styles of high school girls’ students and their academic achievement based on their majors (major course of study in high school). The target population was high school girls’ students of Isfahan city including 3483 students. By means of multi stage randomly sampling method, 350 individualswere selected as sample of research. By descriptive - survey research method and a questionnaire named Felder and Solomon Learning Style Index (FLSI), required data were collected. According to the resultssensing-intuitive learning styles shows significant correlations with academic achievement of students whose major was mathematic science. Academic achievement of students whose major was speculative science shows significant correlation with active-reflective learning styles. In students with empirical science, academic achievement shows significant correlation with both input dimension (visual-verbal) and understand dimension (sequential-global) of learning