Learning Styles and academic performance in university students: An approach based on neuro-linguistic programming

Abstract

The diversity of learning styles among university students presents a significant challenge for designing inclusive pedagogical strategies. This study explores the relationship between sensory learning styles, visual, auditory, and kinesthetic, based on the Neuro-Linguistic Programming (NLP) model, and academic performance, considering gender as a relevant factor. A quantitative, cross-sectional, and correlational design was used with a probabilistic sample of 250 undergraduate students in Mexico. Data were obtained through a validated learning styles questionnaire and students’ academic grade point averages. Statistical analyses, including Pearson correlation, ANOVA, and cluster analysis, revealed a positive correlation between the visual learning style and academic performance (r = 0.192, p < 0.01), and a weaker but significant association with the kinesthetic style. Female students showed a stronger preference for kinesthetic learning (p < 0.05). Three learning profiles emerged, with the visual-kinesthetic type being most common. Based on these results, it is recommended to implement multimodal teaching strategies that integrate visual and kinesthetic elements, such as diagrams, simulations, and hands-on activities, to enhance academic outcomes. Teacher training should address sensory preferences, and institutional policies should promote adaptive digital platforms that support multiple formats.