Abstract

The present study investigated the impact of learning styles on the academic achievement of secondary school
students in Iran. The Kolb Learning Style Inventory (1999) was administered in eight public schools in Tehran.
The mean of test scores in five subjects, namely English, science, mathematics, history and geography, was
calculated for each student and used as a measure of academic achievement. A total of 285 Grade 10 students
were randomly selected as sample of this study. The results of the analyses of variance show that there is a
statistically significant difference in the academic achievement of the Iranian students that correspond to the four
learning styles [F(3, 285) = 9.52, p < .05]; in particular, the mean scores for the converging and assimilating
groups are significantly higher than for the diverging and accommodating groups.

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