A SYSTEMATIC LITERATURE REVIEW ON LEARNING STYLES AND LEARNING OUTCOMES AT SECONDARY LEVEL

Abstract

Background: Learning styles represent the preferred ways in which individuals process, internalise, and retain new information, playing a crucial role in determining academic achievement at the secondary level. The distinction between government and private schools in India represents a significant axis of variation in educational provision, pedagogical approaches, and learning outcomes. Despite growing recognition of the importance of learning styles in educational achievement, there remains limited synthesis of existing research examining how learning style preferences differ between students in government and private schools and how these differences relate to learning outcomes.

Purpose: This systematic literature review aims to analyse empirical studies examining the relationship between learning styles and learning outcomes among secondary school students, with particular attention to differences between government and private school contexts, from 2010 to 2025.

Methods: A systematic review was conducted using comprehensive database searches, selecting empirical studies published between 2010 and 2025. Keywords included 'learning styles', 'learning outcomes', 'academic achievement', 'secondary education', 'government schools', and 'private schools'. Thematic analysis was performed to categorise findings into major focus areas following PRISMA guidelines.

Results: Five key themes emerged: Learning Style Models and Theoretical Frameworks (22%), Relationship between Learning Styles and Academic Achievement (26%), Government versus Private School Comparisons (24%), Gender and Demographic Differences (16%), and Institutional and Contextual Influences (12%). Findings reveal that reproductive learning styles demonstrate stronger correlations with academic achievement in both school types, while private schools generally foster more varied learning approaches. Female students and first-year secondary students were identified as more vulnerable groups regarding learning style mismatches. The VARK model and Kolb's Experiential Learning Theory emerged as the most frequently employed frameworks.

Conclusion: This review underscores the need for differentiated instructional strategies, metacognitive development programmes, and institutional support systems that accommodate diverse learning preferences. Future research should explore longitudinal trends and develop context-specific interventions to improve learning outcomes across school types.