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<p>This study examines the relationships among learning styles, curriculum implementation, and school counselling services as predictors of academic performance among Senior High School (SHS) students in Dunkwa-On-Offin, Ghana. A quantitative cross-sectional survey involving 99 students and 18 educators was conducted. Multiple regression and moderation analyses revealed that counselling engagement (β = 0.28, <i>p</i> &lt; .01) and certain learning styles, particularly visual (β = 0.31, <i>p</i> &lt; .01) and kinesthetic (β = 0.24, <i>p</i> &lt; .01), were significantly associated with academic performance. In contrast, curriculum quality did not demonstrate a significant independent effect (β = 0.04, <i>p</i> &gt; .05). Further analysis indicated that counselling services moderated the relationship between learning styles and academic performance, suggesting that students benefit more from their preferred learning approaches when supported by effective academic guidance. These findings highlight the importance of integrating student support systems with instructional practices. The study recommends the adoption of multimodal teaching strategies and the strengthening of school counselling services to enhance academic outcomes in Ghanaian Senior High Schools.</p>

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The synergy of learning styles curriculum implementation and counselling services in predicting SHS academic outcomes

  • 期刊论文

  • 出版模式：

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  • 发表日期：

    2026年6月15日

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  • Joyce Kwakyewaa Dankyi,
  • Lydia Aframea Dankyi,
  • Francis Owusu-Badu,
  • Alex Boadi Dankyi

摘要

This study examines the relationships among learning styles, curriculum implementation, and school counselling services as predictors of academic performance among Senior High School (SHS) students in Dunkwa-On-Offin, Ghana. A quantitative cross-sectional survey involving 99 students and 18 educators was conducted. Multiple regression and moderation analyses revealed that counselling engagement (β = 0.28, p < .01) and certain learning styles, particularly visual (β = 0.31, p < .01) and kinesthetic (β = 0.24, p < .01), were significantly associated with academic performance. In contrast, curriculum quality did not demonstrate a significant independent effect (β = 0.04, p > .05). Further analysis indicated that counselling services moderated the relationship between learning styles and academic performance, suggesting that students benefit more from their preferred learning approaches when supported by effective academic guidance. These findings highlight the importance of integrating student support systems with instructional practices. The study recommends the adoption of multimodal teaching strategies and the strengthening of school counselling services to enhance academic outcomes in Ghanaian Senior High Schools.