<![CDATA[Background: Student learning outcomes serve as a primary indicator of instructional effectiveness. However, variations in academic achievement are often influenced by individual characteristics, particularly learning styles. Understanding how visual, auditory, and kinesthetic learning preferences relate to academic performance is essential for developing more responsive instructional approaches. Objective: This study aimed to examine the relationship between visual, auditory, and kinesthetic learning styles and senior high school students’ learning outcomes. Method: A quantitative correlational design was employed involving 40 students. Data were collected through a Likert-scale learning style questionnaire and students’ report card scores. The data were analysed using Pearson product-moment correlation to determine the strength and significance of the relationships between variables. Result: The findings revealed significant positive correlations between learning styles and learning outcomes. The visual learning style showed a correlation coefficient of r = 0.421 (p = 0.008), the auditory learning style r = 0.356 (p = 0.024), and the kinesthetic learning style r = 0.389 (p = 0.014). These results indicate that students who effectively utilise their dominant learning styles tend to achieve higher academic performance. Conclusion: Learning styles are an essential internal factor influencing students’ academic achievement, though their impact interacts with other factors, such as physiological and psychological conditions, family support, school and community environments, and time management. Originality/Value: This study strengthens empirical evidence in the field of educational psychology and school counseling by uncovering significant positive correlations across visual, auditory, and kinesthetic learning preferences toward student academic achievement gains, regarding sensory learning modality profiles in the context of direct academic performance evaluations and their interplay with broader psychosocial supporting factors among senior high school students, an area that has remained underexamined through multi modality comparisons. These findings enrich empirical evidence and serve as a strategic benchmark for designing multimodal differentiated instructional practices in classrooms, implementing diagnostic learning style assessments by school counselors, and formulating individualized academic intervention frameworks in secondary schools.]]>
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