The study sought to investigate the learning style preferences and how it affects the academic achievement among students in public junior high schools in the Effutu Municipality in the Central Region of Ghana. The study was grounded in Fleming’s (1995) VAK learning style theory. The descriptive survey design was used and was aligned with positivist paradigm where 532 public junior high school pupils were chosen through the stratified random sampling technique. A reliability coefficient of not less than 0.70 was realized for all the various constructs. The data gathered through questionnaire were analysed using both descriptive (mean, standard deviation) and inferential (Pearson Moment Correlation) statistics. The study revealed that the visual learning style was most dominantly preferred (M = 3.88, SD = 0.62), followed by kinesthetic (M = 3.67, SD = 0.72), and auditory (M = 3.58, SD = 0.66) learning styles. Besides, it was established that generally there was a strong and statistically significant positive relationship between learning styles preferences of pupils’ and academic achievement (r = 0.861, p = 0.000, 2-tailed). Therefore, it was recommended that the Effutu Municipal Education Directorate should collaborate with school guidance and counseling coordinators to plan and execute academic programmes such as workshops and seminars to expose teachers to adopt and practice instructional pedagogies to meet the varied learning style preferences of pupils so as to boost their academic achievement.
Keywords: Academic Achievement, instructional pedagogies, junior high school pupils, learning style preferences
