RELATIONSHIP BETWEEN AUDIO LEARNING STYLE, KINESTHETIC LEARNING STYLE AND ACADEMIC ACHIEVEMENT OF SECONDARY SCHOOL STUDENTS IN KAMWENGE DISTRICT, UGANDA. A CROSS-SECTIONAL STUDY.

Background The qualities, actions, and preferred methods by which people receive and process information are referred to as learning styles. The study aims to assess the relationship between audio learning style, kinesthetic learning style, and academic achievement of secondary school students in Kamwenge district, Uganda. Methodology This study employed a descriptive, correlational, and cross-sectional survey design. The quantitative technique provided a detailed numerical analysis of the research problem and investigated the relationship between the research variables. Respondents comprised of 265 students (s4), 58 teachers, 04 head teachers, and 05 Education administrators within Kamwenge District. Results The correlation between audio learning styles and academic achievements was 0.411. While this correlation is not as strong as that observed for accommodating learning styles, it is still statistically significant (p < 0.05). The correlation between kinesthetic learning styles and academic achievements among secondary students in Kamwenge District coefficient was 0.671. The coefficient for audio learning style (B1) is 0.214, indicating a smaller effect compared to accommodating learning style. The R Square value of 0.13 suggests that approximately 13% of the variance in academic achievements can be explained by the audio learning style in this model. The coefficient for kinesthetic learning style (B1) is 0.313, indicating a substantial effect on academic achievements. The R Square value of 0.781 suggests that approximately 78.1% of the variance in academic achievements can be explained by kinesthetic learning style in this model. Conclusion kinesthetic learning style appears to have the most substantial impact on academic achievements, followed by accommodating learning style and then audio learning style. Recommendations Teachers should provide professional development opportunities for teachers to enhance their understanding of different learning styles and strategies for accommodating them in the classroom.