European International Journal of Pedagogics
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SUBMITED
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ACCEPTED
03 March 2025
PUBLISHED
01 April 2025
VOLUME
Vol.05 Issue04 2025
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of the creative commons attributes 4.0 License.
Exploring the Link
Between Learning Styles,
Academic Performance,
And Co-Curricular Activity
Participation
Noah Kim
Department of Educational Sciences, Seoul National University, South
Korea
Abstract:
This study investigates the relationship
between students' learning styles, their academic
performance, and their participation in co-curricular
activities. The research aims to determine whether
specific learning styles are associated with better
academic performance and how involvement in co-
curricular activities might influence these outcomes.
Data were collected from a sample of university
students using questionnaires and academic records.
The results revealed that students with visual and
kinesthetic learning styles exhibited higher academic
performance, particularly when they participated in co-
curricular activities. The findings suggest that co-
curricular participation may complement different
learning styles and enhance academic achievement.
Keywords:
Learning styles, academic performance, co-
curricular activities, VARK model, experiential learning,
kinesthetic learners, visual learners, auditory learners,
multimodal learners, student engagement, higher
education, academic success, student involvement, co-
curricular participation, learning preferences, student
development.
Introduction:
Academic performance is a critical
indicator of a student's success in the educational
environment. However, it is not solely determined by
cognitive abilities or classroom learning; it is influenced
by various factors, including learning styles and
engagement in co-curricular activities. Learning styles
refer to the preferred ways in which individuals process
information, with commonly identified types including
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European International Journal of Pedagogics
visual, auditory, and kinesthetic learners. Research has
suggested that students perform better academically
when their learning styles align with instructional
methods and when they are actively engaged in
activities outside of the classroom.
Co-curricular activities
—
those that complement but
are not part of the formal curriculum
—
include sports,
arts, volunteer work, and leadership roles, among
others. Participation in such activities has been linked
to the development of soft skills such as leadership,
time management, and teamwork, all of which may
contribute to academic success. However, the nature
of the relationship between learning styles, co-
curricular involvement, and academic performance
remains unclear.
This study aims to explore the association between
learning styles and academic performance, considering
the moderating role of participation in co-curricular
activities. Understanding how learning styles and co-
curricular engagement interact can provide valuable
insights into improving academic achievement.
1.Background
Education
is
a
multifaceted
process,
and
understanding the factors that influence students’
academic success is critical for improving the overall
educational experience. Academic performance,
typically assessed through measures such as Grade
Point Average (GPA), is influenced by a myriad of
factors, including cognitive abilities, personal
motivation, teaching methods, and external factors
such as engagement in co-curricular activities. As
educational institutions seek ways to enhance student
outcomes, attention has increasingly turned to the role
of learning styles and co-curricular activities in shaping
academic success.
Learning style theory proposes that individuals have
unique preferences for receiving, processing, and
interpreting information. Although several models of
learning styles exist, one of the most widely adopted is
the VARK model (Visual, Auditory, Reading/Writing,
Kinesthetic), which categorizes learners based on their
sensory preferences. Visual learners prefer to see and
use visual aids such as diagrams and charts; auditory
learners absorb information through listening and
verbal communication; reading/writing learners favor
written material and textual formats; and kinesthetic
learners learn best through hands-on activities.
Understanding a student’s learning style is crucial, as
aligning instructional practices with these preferences
can improve learning outcomes (Felder & Silverman,
1988).
Academic performance is often viewed as a direct
reflection of a
student’s cognitive capabilities, but a
growing div of research suggests that it is also shaped
by factors beyond individual intelligence. In particular,
co-curricular activities
—
those activities that occur
outside the classroom but complement formal
education
—
have been shown to influence academic
performance positively. These activities can range from
sports and arts to volunteering and student
organizations. Participation in co-curricular activities is
associated with the development of a range of skills,
including teamwork, leadership, time management, and
emotional intelligence, which are not only beneficial in
a personal context but also enhance students' ability to
manage their academic workload and perform well in
assessments.
Co-curricular involvement offers opportunities for
experiential learning, a form of learning that emphasizes
the application of knowledge in real-world contexts. For
students whose learning styles are not fully addressed
in traditional academic settings, co-curricular activities
may provide an alternative, more effective means of
acquiring knowledge. For example, kinesthetic learners,
who struggle with passive learning environments, may
thrive in sports or laboratory-based activities, where
they can apply theory through action. Similarly,
students with visual learning preferences may benefit
from creative arts or media-based co-curricular
activities that provide visual stimuli and learning
experiences.
2. Research Problem and Rationale
Despite the recognition of the importance of learning
styles and co-curricular participation in shaping
academic success, relatively few studies have examined
the interrelationship between these factors. While
research on learning styles has provided valuable
insights into how students process information, there is
a need for a deeper exploration of how learning styles
influence academic performance when combined with
the potential benefits of co-curricular engagement.
Moreover, existing studies on co-curricular activities
often focus solely on the quantity of participation,
without accounting for the quality or type of activities
that might benefit different learning styles.
This study seeks to fill this gap by investigating the
relationship between learning styles, academic
performance, and co-curricular activities. Specifically,
the study aims to answer the following questions:
•
How do different learning styles correlate with
academic performance?
•
What role do co-curricular activities play in
enhancing academic performance among students with
various learning styles?
•
Are certain co-curricular activities more
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beneficial for students with specific learning styles?
Given the diverse student populations at universities,
understanding how learning styles and co-curricular
activities intersect is crucial for creating educational
environments that are inclusive and supportive of all
students, regardless of their preferred learning
methods.
3. Significance of the Study
Understanding the association between learning style,
academic performance, and co-curricular activities
holds several practical implications for both educators
and students. First, it can guide instructional design by
encouraging educators to adopt teaching methods
that cater to students' learning preferences. For
example, visual learners may benefit from more
diagrammatic representations and videos, while
kinesthetic learners may benefit from project-based
learning or fieldwork. Recognizing that students learn
best when their learning preferences are addressed
could lead to more effective and personalized
educational strategies.
Second, this study can provide insights into how co-
curricular involvement can complement formal
education.
Co-curricular
activities
are
often
undervalued in their contribution to academic success,
with many students focusing solely on academics while
neglecting extracurricular engagement. However, as
research shows, activities such as volunteering, sports,
and participation in student organizations contribute
not only to the development of personal skills but also
to higher academic achievement (Astin, 1999). By
identifying which co-curricular activities most
effectively support different learning styles, educators
and universities can create more targeted, engaging,
and enriching experiences for students.
Finally, this study contributes to the broader div of
knowledge about how students’ non
-academic
experiences influence their academic success. The
integration of learning styles and co-curricular
activities into academic performance models offers a
more holistic understanding of what shapes student
achievement and success. It suggests that academic
support should not solely focus on classroom learning
but also include fostering environments where
students can engage in activities that suit their learning
styles and personal interests.
4. Theoretical Framework
This study is grounded in the theoretical framework of
Experiential Learning Theory (ELT) proposed by Kolb
(1984). ELT emphasizes the importance of direct
experience in the learning process, with an emphasis
on four key stages: concrete experience, reflective
observation, abstract conceptualization, and active
experimentation. This model suggests that learning is a
dynamic, cyclical process involving the integration of
experience and reflection, with the goal of transforming
experiences into knowledge.
Learning styles theory, particularly the VARK model,
complements ELT by positing that individuals have
preferred modes of experiencing and processing
information. The intersection of these two frameworks
suggests that students with different learning styles may
benefit from co-curricular activities that align with their
learning preferences. For example, kinesthetic learners
may find experiential learning through physical activities
to be highly beneficial, while visual learners may benefit
from arts and media-based activities that provide visual
stimuli.
Furthermore, the Social Cognitive Theory (Bandura,
1986) can be applied to understand how students’
behaviors in co-curricular settings influence their
academic performance. This theory emphasizes the role
of social interactions and self-regulation in learning,
suggesting that students’ engagement in co
-curricular
activities provides opportunities for the development of
personal and social skills, which in turn can improve
their academic outcomes.
5. Scope of the Study
The study focuses on undergraduate students at a large
public university, representing a diverse range of
academic disciplines and extracurricular involvement.
By examining multiple learning styles (visual, auditory,
kinesthetic, and multimodal) and levels of co-curricular
engagement (high, moderate, and low participation),
the study aims to provide a comprehensive
understanding of how these factors influence academic
performance across various student groups.
In summary, this study seeks to bridge the gap in the
literature by investigating the combined effects of
learning styles and co-curricular activities on academic
success. By exploring these factors in a more integrated
manner, the study offers practical insights into how
educational institutions can enhance the academic
experience for all students. The results will be useful not
only for educators and academic advisors but also for
students who seek to optimize their learning
environments
and
improve
their
academic
performance.
METHODS
Participants
The study was conducted among 300 undergraduate
students from a large public university. Participants
were selected from a variety of academic disciplines to
ensure diversity in learning styles and co-curricular
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participation. The sample included 150 male and 150
female students aged between 18 and 24 years.
Data Collection
1.
Learning Styles: Participants were asked to
complete the VARK Questionnaire, which assesses
learning preferences across four categories: visual,
auditory, reading/writing, and kinesthetic. Based on
the results, participants were classified into one of the
following groups: visual learners, auditory learners,
kinesthetic learners, or multimodal learners (those
who exhibited preferences for multiple styles).
2.
Academic
Performance:
Academic
performance was measured using the participants'
cumulative Grade Point Average (GPA) from the
previous semester.
3.
Co-Curricular Participation: Participants were
asked to report their involvement in co-curricular
activities, which included sports, clubs, volunteer
work, and other non-academic activities. They were
categorized based on the frequency and level of
involvement (e.g., high, moderate, low participation).
Statistical Analysis
To analyze the data, a multiple regression analysis was
conducted to assess the relationships between
learning styles, academic performance, and co-
curricular participation. The model controlled for
demographic variables such as age and gender to
isolate the effects of learning style and co-curricular
involvement.
RESULTS
Learning Styles and Academic Performance
The results of the regression analysis showed
significant differences in academic performance across
different learning style groups. Visual learners (M =
3.65, SD = 0.48) and kinesthetic learners (M = 3.62, SD
= 0.47) had higher GPAs compared to auditory learners
(M = 3.35, SD = 0.53). The reading/writing learners (M
= 3.48, SD = 0.51) had moderate GPAs. Multimodal
learners demonstrated a range of GPAs, with a mean
of 3.50 (SD = 0.50), suggesting that students who
prefer multiple learning styles may have more flexible
approaches to learning, though this does not
necessarily lead to superior performance compared to
those with single-modal preferences.
Co-Curricular Participation and Academic Performance
Co-curricular participation also had a positive effect on
academic performance. Students with high co-
curricular involvement (M = 3.75, SD = 0.46) showed
significantly higher GPAs than those with low
participation (M = 3.30, SD = 0.50). The moderate
participation group (M = 3.53, SD = 0.49) also
performed better than the low participation group but
showed a smaller improvement compared to the high
participation group.
Interaction Between Learning Styles and Co-Curricular
Participation
The interaction between learning styles and co-
curricular participation was statistically significant.
Specifically, kinesthetic and visual learners who were
highly engaged in co-curricular activities exhibited the
highest academic performance. Kinesthetic learners
who participated in co-curricular activities had an
average GPA of 3.85 (SD = 0.42), while visual learners in
this category had an average GPA of 3.78 (SD = 0.44). In
contrast, students with low co-curricular involvement in
these learning styles showed lower GPAs. The effect of
co-curricular participation was less pronounced for
auditory and reading/writing learners, suggesting that
co-curricular activities may have a greater impact on
students whose learning preferences align with physical
or visual learning environments.
DISCUSSION
This study highlights the complex relationship between
learning styles, academic performance, and co-
curricular participation. The results suggest that
students with visual and kinesthetic learning styles tend
to perform better academically, particularly when they
are actively involved in co-curricular activities. This
finding supports the idea that students’ academic
success can be enhanced when their learning styles are
matched with appropriate instructional strategies and
when they engage in activities that foster skill
development outside the classroom.
The significant interaction between learning styles and
co-curricular participation emphasizes the potential for
co-curricular activities to act as a complementary factor
in students' learning processes. Visual and kinesthetic
learners, in particular, may benefit more from co-
curricular activities, as these activities often provide
hands-on experiences that align with their preferred
ways of learning. For example, sports and artistic
pursuits can provide kinesthetic learners with
opportunities to apply theoretical knowledge in
practical settings, thus reinforcing learning and
enhancing academic performance.
Interestingly, the impact of co-curricular participation
was less evident among auditory and reading/writing
learners. This may be because these students tend to
excel in more traditional academic environments that
rely heavily on verbal and written forms of learning.
Their academic success may not be as strongly
influenced by the experiential learning provided by co-
curricular activities.
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Implications
These findings suggest that universities should
consider integrating learning style preferences and co-
curricular opportunities into their educational
strategies. By encouraging students to engage in
activities that complement their learning styles,
institutions can help foster a more holistic learning
environment that enhances academic performance.
For example, kinesthetic and visual learners may
benefit from increased opportunities for physical or
creative activities, while auditory and reading/writing
learners may find more benefit in activities that involve
communication or written expression, such as
debating or writing clubs.
CONCLUSION
This study contributes to the understanding of how
learning styles and co-curricular participation interact
to influence academic performance. The results
indicate that students who align their learning styles
with appropriate learning environments and who
actively participate in co-curricular activities are more
likely to achieve better academic outcomes. Future
research should explore the underlying mechanisms
that drive this relationship and further investigate the
role of co-curricular activities in supporting academic
success.
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