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

Learning style preferences describe the ways learners process and engage with instructional content and are often considered relevant to academic achievement. The present study examined the relationship between learning style preference, sex, and academic performance among professional Physical Education students. A descriptive correlational design was employed with a sample of 197 students enrolled in B.P.Ed and M.P.Ed programmes in West Bengal. Learning styles were assessed using the Index of Learning Styles, classifying students as active or reflective learners, while academic performance was obtained from semester examination scores. Age and sex were treated as control variables. Data were analysed using descriptive statistics, chi-square tests, and comparative analyses, with the level of significance set at p <.05. The results showed that the mean age of participants was comparable across learning style groups for both males and females. The chi-square test indicated no significant association between sex and learning style preference (χ² = 0.725, df = 1, p = 0.395). Academic performance was also similar across learning styles and sex. The difference in academic performance across learning styles and sex was not statistically significant (p = 0.408). The findings indicate that learning style preference and sex do not significantly influence academic performance among professional Physical Education students. These results support the use of flexible and inclusive teaching approaches rather than reliance on specific learning style categorizations.