Abstract

• The main purpose of the study was to find out the learning styles of Grade 9 students. A total of 240 Grade 9 students (2019-2020 Academic Year) from four selected high schools in Yangon Region participated in this study. The participants were chosen through simple random sampling method. Students’ learning styles were measured by Barsch Learning Style Inventory (BLSI) developed by Jeffery Barsch, EdD (2007). The instrument had a reliability of (Cronbach alpha= 0.714). Data were collected by using a questionnaire survey method and quantitative research design. Data were analyzed by descriptive analysis technique, using Chi-square test with the help of the Statistical Package for Social Science (SPSS) version 22.0. Based on the descriptive analyses, this study revealed that majority of Grade 9 students 175 (72.92%) were unimodal learning style (one strong dimension), 57 (23.75%) of the students were bimodal learning style (two strong dimension), and 8 (3.33%) of the students were trimodal learning style (three strong dimension). Result of Chi-square test showed that there was no significant association between learning styles and gender (χ2=.581, df= 2, N= 240) in this study. Based on the result, there was no significant association between learning styles and age groups of Grade 9 students (χ2=3.112, df= 4, N= 240). Based on the Chi-square test, the result also revealed that there was a significant association between learning styles and schools of Grade 9 students (χ2=14.302, df= 6, N=240, p<0.05). Most of the students prefer unimodal learning styles such as visual, auditory, tactile, and kinesthetic learning style than bimodal and trimodal styles in this study.