Patterns of Foundational Literacy, Numeracy and Learning Styles among Secondary School Students in Paschim Medinipur, West Bengal.

Abstract

This study investigates the patterns of foundational literacy, numeracy, and learning styles among secondary school students in Paschim Medinipur, West Bengal. Literacy and numeracy are essential for academic success and lifelong learning, and secondary education serves as a critical stage for consolidating these skills. The research examines the relationship between students' learning styles (auditory, visual, kinesthetic, and social) and their competencies in foundational literacy and numeracy (FLN). Using a mixed-method approach, quantitative assessments measured literacy and numeracy skills, whereas validated questionnaires identified learning style preferences among a representative sample of secondary students. The results reveal that auditory and social learning styles are positively correlated with higher FLN performance, whereas visual and kinesthetic styles show weaker or inverse relationships. Kinesthetic learning was identified as the most prevalent style, with visual, auditory, and social styles following. These results highlight the necessity of adapting teaching strategies to cater to various learning preferences, particularly by focusing on auditory and social methods to improve FLN outcomes. The study suggests incorporating diverse teaching techniques that align with predominant learning styles to enhance academic performance in foundational skills within this region.