Published Paper Details:

Learning styles play a crucial role in shaping students' academic outcomes by influencing how they process and retain information. This comparative study explores the relationship between learning styles and academic achievement among urban and rural high school learners in Assam. Using Kolb's Learning Style Inventory (LSI), the study identifies predominant learning styles among 200 students--100 each from urban and rural schools--and analyzes their correlation with academic performance. The findings reveal significant differences in preferred learning styles between urban and rural learners, with urban students leaning more towards assimilating and converging styles, while rural students showed a preference for accommodating and diverging styles. Moreover, students whose learning styles matched teaching strategies demonstrated better academic achievement. The study suggests a need for differentiated instruction tailored to varied learning preferences to bridge the urban-rural learning gap and enhance academic performance in diverse educational contexts.