Academic achievement is shaped by several interconnected factors within and beyond the school environment. Family background plays a particularly influential role, as parental engagement and educational aspirations strongly affect students’ attitudes toward schooling and motivation for success (Simola et al., 2017). Within schools, the quality of instruction, availability of learning resources, and peer relationships also significantly impact student performance. In addition, individual learner characteristics—such as motivation, self-regulation, and cognitive ability—determine how effectively students engage with and internalize instructional content (Amerstorfer & Von Münster-Kistner, 2021).
Learning preferences (LP) represent another critical factor in student learning. They refer to the conditions under which learners perceive, process, store, and retrieve information during the learning process (Ajideh et al., 2018). According to Adnan and Marlina (2017), learning preferences manifest as relatively consistent patterns that shape how learners respond to various aspects of the learning environment, guiding their cognitive, emotional, social, and physical development.
Despite their importance, learning preferences present ongoing challenges for both teachers and students. Students may struggle to learn effectively or follow instructions when their preferred styles of comprehension do not align with the instructional methods used by teachers (Karen et al., 2012). This misalignment underscores the need for educators to recognize and address the diverse ways students learn. Adapting teaching strategies to accommodate learners’ interests and abilities not only enhances student engagement but also reflects teachers’ professional competence. As emphasized by Asio et al. (2018) and Francisco and Celon (2020), evaluating and aligning instructional practices with students’ learning preferences is essential for improving teaching effectiveness and fostering meaningful learning outcomes.
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