The appropriate management of various methodologies and strategies makes it possible to better meet educational needs, enhancing students’ learning skills, abilities to make students the protagonists of his or her own learning and make teachers mediators. The objective of this research is to determine the relationship between the VAK model and the academic performance of students in the Sciences subjects based on the development of activities framed in learning styles. The design used was a quasi-experimental with the participation of 25 students as a control group and 29 as an experimental group, the methodological approach of the work is quantitative, with a longitudinal section, an experimental focus, and a bibliographic, documentary and field modality. The instruments used were a pretest that allowed the identification of visual, auditory, and kinesthetic learning preferences, a posttest was applied, which yielded positive results from the use of activities focused on different learning styles. The consistency of the instrument is acceptable, with a Cronbach’s alpha coefficient of 0.9290. To verify the hypothesis raised in the research, a normality test is run, with a 95% confidence interval, a p value of 0.057 not corresponding to a normal distribution, therefore, non-parametric tests are applied for independent samples, Mann-Whitney U. When analyzing the Mann-Whitney U test, a p value of 0.000 is obtained, so the null hypothesis is rejected and the alternative hypothesis is accepted. It was concluded that the application of enhancing activities focused on learning styles based on the VAK model and the use of interactive videos, audios, graphic organizers, mind maps, collage, 2D images, models among others favored the development of learning reaching a significantly higher average in students’ academic performance in Science subject.