Vol. 7, Issue 2, Part C (2025)

The present study aims to investigate the relationship between learning styles and academic achievement among students enrolled in teacher training courses, including B.Ed., M.Ed., B.P.Ed., and M.P.Ed. programs. Learning styles, categorized into visual, auditory, and kinesthetic preferences, play a significant role in shaping students' academic performance. A quantitative research design was adopted, utilizing standardized learning style inventories and academic records as primary data sources. A total of 200 students from teacher education institutions were selected through stratified random sampling. Statistical tools such as descriptive statistics, correlation, and analysis of variance (ANOVA) were applied using SPSS software to analyze the data. The results revealed noticeable differences in academic achievement across different learning style categories. Students with dominant kinesthetic and auditory learning preferences exhibited slightly higher academic scores compared to visual learners, though variations were moderate. The study highlights the importance of recognizing diverse learning preferences in teacher education curricula to enhance student engagement and academic success. The findings suggest the need for flexible teaching strategies tailored to individual learning styles, fostering a more inclusive and effective educational environment. This research provides valuable insights for teacher educators, policymakers, and curriculum developers aiming to improve the academic outcomes of future educators through personalized learning approaches. The policy makers must provide a sustainable solution to reduce the overexploitation of forest resources.