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Abstract

Background: Academic achievement is a crucial predictor of learners’ future academic status, reflecting their current performance and shaping their future educational opportunities. Objective: This research aims to comprehensively investigate the relationship between learning styles, study habits, and academic achievement among medical students. Methodology: This cross-sectional research was conducted from January 2023 to January 2024, after obtaining approval from the Institutional Ethical Committee and Review Board. The study was confined to medical students aged 18-26, pursuing MBBS, BDS, DPT, and D-Pharmacy degrees, enrolled in various academic years, from different universities. Those students with cognitive impairments or any disabilities were excluded from the study. The VARK questionnaire version 8.01, comprising 16 questions to identify the preferred learning styles of students, and the study habits inventory questionnaire, assessing the study habits of students.  A self-administered, closed-ended survey through hard copies was distributed among the selected sample of medical students, and through face-to-face interviews, questionnaires were filled out, ensuring no mistakes in data collection. The participants’ identities were kept confidential, and informed consent was obtained.  Descriptive statistics were used to summarise the data, and the chi-square test was used for association. Results: Our study reveals that most students (63.6%) prefer unimodal learning, with a notable emphasis on kinesthetic methods (21.1%). Multimodal preferences were also observed: bimodal (24.2%), trimodal (8%), and quadrimodal (4%). A significant link between learning styles and academic achievement was found. While students excelled in note-taking, reading speed, writing, test preparation, and test-taking, and test-anxiety management, they struggled with time management and concentration. Notably, only time management and note-taking skills significantly correlated with academic success. Conclusion: This study highlights the diversity of learning styles among medical students, with a preference for kinesthetic learning. There is a significant relationship between learning styles and academic achievement. However, challenges in time management and concentration persist, necessitating targeted interventions. Effective time management and note-taking skills emerge as critical factors influencing academic success, underscoring the need for personalised strategies to support student achievement.