Elementary-secondary transition students' learning styles and school performance grades cm2-6ème at bingerville modern college

The objective of this research, which is part of a correlative approach, is to understand the relationship between learning styles and school performance of students in primary-secondary transition. This study used a sample of eighty (180) students on a learning style questionnaire. As for their academic performance, they were checked using the end-of-term grade matrices. The results obtained, on the one hand, using the student T show that there is no significant difference between students who adopt the visual style and those who adopt the kinesthetic style. On the other hand, we found that students who use the auditory style have higher academic performance than their peers who use the kinesthetic style. And finally, we found that students who adopt the auditory style have higher academic performance than their peers who adopt the visual style. These various results were explained by Stenberg’s triarchic theory (1990) and Fleming’s learning model (1987), and discussed in the light of previous work.