Tailored Learning: A Study Of The Relationship Between Learning Styles And Study Habits In Delhi Schools

Abstract

This study explores the connection between learning styles, study habits, and their influence on academic achievement. A random sample of 200 students from two government and two private schools in Delhi participated. The Study Habit Inventory by Mukhopadhyay and Sansanwal (1985), which evaluates nine components comprehension, concentration, task orientation, study sets, interaction, drilling, supports, recording, and language was used. Additionally, the Learning Styles Inventory by Dunn, Dunn, and Price (1989), a self-reported tool with 90 statements, assessed four dimensions: immediate environment (sound, light, temperature, seating), emotionality (motivation, persistence, responsibility), sociological preferences (solo or group learning), and physiological traits (auditory, verbal, tactile, kinaesthetic, sequential).  Results revealed a significant positive correlation between learning styles and study habits among adolescents.