Read/Write Learning Preferences: A Comparative Study Across SSLC, ICSE, and CBSE

Abstract

This study explores the Read/Write learning preferences of students from three distinct educational boards—SSLC, ICSE, and CBSE—using the Learning Styles Inventory by Dr. S.V. Surya Rekha. A sample of 60 students, equally divided among the three boards, was assessed to determine whether significant differences exist in their inclination toward reading and writing as a preferred learning modality. Data analysis involved calculating mean preference scores and conducting the Kruskal-Wallis H test, followed by Dunn’s Test with Bonferroni correction for post-hoc comparisons. Results indicated a statistically significant difference in Read/Write learning preferences across the three boards (p = 0.02). SSLC students exhibited the highest preference for Read/Write learning, followed by CBSE students, while ICSE students demonstrated the lowest preference. These findings suggest that variations in curriculum design, teaching methodologies, and assessment styles influence students’ learning preferences. The study highlights the need for educators to adopt diverse instructional strategies to accommodate students with different learning styles. Future research could expand on these findings by exploring other learning modalities and their implications for educational effectiveness.