The study was conducted to examine if there are significant relationships among perceptual learning styles preferences and academic achievement of students. A sample size of 283 participants among 972 first year students at Woldia College of teachers’ education, Ethiopia in 2016/2017were selected using stratified and simple random sampling techniques. The study employed quantitative approach which followed a correlational design involving two instruments to collect data for the study: Questionnaires (perceptual learning styles inventory related to auditory, visual and kinesthetic learning styles)and document analysis. Pearson product moment correlation coefficient and independent samples t-test were used to analyze data. The Pearson correlation analysis reported a significant positive relationship between students’ perceptual learning styles preferences and academic achievement. The independent samples t-test result indicated that there was statistically significant difference between male and female students mean scores in kinesthetic learning style. In other words, male students mean score (M=2.7671, p<0.05) was significantly higher than female students did (M=2.6034, p<0.05) in using kinesthetic learning style. However, there was no statistically significant difference between male and female students mean scores in visual and audio learning styles. Finally, it was recommended that teachers are expected to use variety of teaching methodology that can accommodate individual differences in the learning process. And also, counselors are expected to arrange individual and group counseling sessions, orientation and short term training program to raise students’ awareness on perceptual learning style preferences.

How to Cite
ASTATKE ALEM, Melese. Relationshipsamong Perceptual Learning Styles Preferences and Academic Achievement of Students at Woldia College of Teachers Education, Ethiopia. Global Journal of Human-Social Science Research, [S.l.], may 2018. ISSN 2249-460X. Available at: <https://socialscienceresearch.org/index.php/GJHSS/article/view/2507>. Date accessed: 15 may 2021.