A DESCRIPTIVE ANALYSIS OF DIFFERENCES IN LEARNING STYLES AND ACHIEVEMENT GOALS AMONG UNIVERSITY STUDENTS

Abstract

Learning styles, a well-explored concept in educational and social sciences, reflect the diverse ways individuals acquire and process information. This study investigates the variations in learning styles and achievement goals among university students, emphasizing gender, medium of instruction, and residential differences. Employing Dunn and Dunn’s Learning Style Framework and Elliot and McGregor’s Achievement Goal Orientation Model, data were collected from 500 students of the University of Azad Jammu and Kashmir through stratified random sampling. The findings reveal significant differences in environmental, sociological, emotional, psychological, and physiological learning styles across gender and medium of instruction, while achievement goals vary notably with gender but not with medium of instruction or residential area. Understanding these distinctions is crucial for educators to tailor instructional strategies effectively, fostering improved academic performance and learner engagement. The study underscores the need for adaptive teaching approaches that recognize individual learner preferences and motivational orientations.