Abstract
Learning styles of individuals' vary from person to person due to the presence of biological and psychological differences This study examined the learning styles as determinant of senior secondary school students' academic achievement in Mathematics in Enugu State. Four research questions were asked and four hypotheses were formulated to guide the study. The study adopted a correlational research design. The population of the study consists of 2083 senior secondary two mathematics students. A sample size of 400 mathematics students was used for this study. The sample size was determined using Yaro Yamane formula. The instruments used for data collection were questionnaire and Mathematics Achievement test. The questionnaire was titled, Mathematics Learning Style Questionnaire (MLSQ) while the achievement test was titled, Mathematics Achievement Test (MAT). The instruments were validated by three specialists. The reliabilities of the instruments were established using Cronbach alpha and Kuder Richardson (KR20) methods. Reliability indices of 0.76 and 0.88 were obtained for MLSQ and MAT respectively. Pearson's r statistics was used to answer research questions and the hypotheses were tested using converted t-test significance of simple linear correlation statistics alsocalled t-test of correlation at 0.05 level of significance. Results of the analysis revealed among others that; a very high positive and significant relationship exist between the learning styles (visual learning style, aural learning style, read/write learning style and kinesthetic learning style) and students' academic achievement in Mathematics. Based on the findings, the researcher recommended that; teachers should find out the learning styles of their students and use appropriate instructional strategies that will appeal with the learning styles for effective teaching and learning to take place in mathematics classrooms.