Relationship Between Home Environment and Preferred Learning Styles of Secondary School Students

Abstract

The home environment serves as the primary context for learning during childhood and adolescence, shaping not only academic outcomes but also the ways in which students prefer to learn. This research paper examines the relationship between various dimensions of home environment—including parental involvement, socioeconomic status, physical learning space, and family emotional climate—and the preferred learning styles of secondary school students. Drawing upon Bronfenbrenner's ecological systems theory and existing empirical literature, the paper argues that home environment factors significantly influence the development of visual, auditory, kinaesthetic, and multimodal learning preferences among adolescents. Key findings indicate that parental engagement and provision of diverse learning resources correlate with more flexible, multimodal learning styles, while restrictive or resource-poor home environments tend to Favor more narrowly defined learning preferences. The paper identifies research gaps, including the need for longitudinal studies and cross-cultural investigations, and concludes with implications for educators, parents, and policymakers. Recommendations emphasize the importance of fostering home environments that recognize and accommodate diverse learning styles to support adolescent academic development.