{"paper_id":"10d5c87a-0690-4c3a-a04c-602be2e0edf0","body_text":"Synergy of Learning Styles Curriculum Implementation and Counselling Services in Predicting SHS Academic Outcomes | Research Square window.SnipcartSettings = { analytics: { enabled: false } }; (function() { var accessVector = localStorage.getItem('access_vector') || ''; window.dataLayer = window.dataLayer || []; if (accessVector) { window.dataLayer.push({ user: { profile: { profileInfo: { snid: accessVector } } } }); } })(); (function(w,d,s,l,i){w[l]=w[l]||[];w[l].push({'gtm.start':new Date().getTime(),event:'gtm.js'});var f=d.getElementsByTagName(s)[0],j=d.createElement(s),dl=l!='dataLayer'?'&l='+l:'';j.async=true;j.src='https://www.googletagmanager.com/gtm.js?id='+i+dl;f.parentNode.insertBefore(j,f);})(window,document,'script','dataLayer','GTM-K279D39R'); Browse Preprints In Review Journals COVID-19 Preprints AJE Video Bytes Research Tools Research Promotion AJE Professional Editing AJE Rubriq About Preprint Platform In Review Editorial Policies Our Team Advisory Board Help Center Sign In Submit a Preprint Cite Share Download PDF Research Article Synergy of Learning Styles Curriculum Implementation and Counselling Services in Predicting SHS Academic Outcomes Joyce Kwakyewaa Dankyi, Lydia Aframea Dankyi, Francis Owusu-Badu, and 1 more This is a preprint; it has not been peer reviewed by a journal. https://doi.org/ 10.21203/rs.3.rs-8462661/v1 This work is licensed under a CC BY 4.0 License Status: Under Review Version 1 posted 15 You are reading this latest preprint version Abstract This study examines learning styles, curriculum implementation, and school counselling services as predictors of academic performance among SHS students in Dunkwa-On-Offin, Ghana. A quantitative cross-sectional survey of 99 students and 18 teachers revealed that curriculum quality (β = 0.986, p < .001) and counselling participation (β = 0.585, p < .01) significantly predict academic performance. Learning styles weren't independent predictors, but concordance between learning orientations and curriculum implementation approach improved performance. Counselling services had a positive effect for all students. Findings suggest targeted pedagogical change, curriculum flexibility, and extended counselling services to enhance academic outcomes in Ghanaian Senior High schools. Figures Figure 1 Introduction Education is broadly acknowledged as a fundamental element of national development, propelling economic advancement, social development, and personal empowerment (World Bank, 2018 ). Academic performance, in this regard, is a valuable indicator for assessing the quality of education systems and policy. In Ghana, Senior High School (SHS) education is critical in charting students' academic and vocational paths (Ministry of Education, Ghana, 2020 ). Notwithstanding its pivotal role, the secondary education sector is plagued by perennial problems that undermine maximum scholastic output. Chief among these are ineffective curriculum implementation, ineffective counselling services, and a mismatch between pedagogical approach and the various learning styles of learners (Akyeampong, 2017 ). Underwhelming outcomes observed in national exams, like the West African Senior Secondary School Certificate Examination (WASSCE), have exacerbated fears regarding the system's ability to adequately serve the needs of its students. It needs an overarching framework that considers the interplay among instructional strategies, curriculum quality, and student support systems. The primary issue is a mismatch between students' learning styles and the predominantly lecture-based methods taught in classrooms (Ampadu, 2012 ; Pashler et al., 2008 ). In addition, the existing curriculum is frequently criticized for its theoretical leaning rather than practicality and its inadequate relevance to everyday life, consequently decreasing both students' interest and preparedness for higher education or workplaces (Anamuah-Mensah, 2016 ). These inadequacies in education are compounded by the limited availability and utilization of counselling services that are essential to deal with academic pressure, promote personal development, and enable socio-emotional well-being (Owusu, 2017 ). Although there have been studies looking at single effects of learning styles (Nsowah-Nuamah & Teal, 2013 ), curriculum reforms (Anamuah-Mensah & Towse, 2008 ), and guidance services (Owusu & Frempong, 2015 ), there have been few attempts at investigating their interdependent effects on students' performance. This distinction needs to be particularly critical in the less-researched regions like Dunkwa-On-Offin, located in the Central Region of Ghana, where poor WASSCE results and qualitative measures (for instance, students' portfolios and anecdotal evidence) indicate that some targeted interventions are necessary. In-depth knowledge of how learning orientations interface with curriculum implementation and guidance services may provide critical lessons towards addressing quality improvement in these environments. This study takes conceptual lenses that call for matching instruction to learning style (Felder & Silverman, 1988 ; Dunn & Dunn, 1992), relevance of curriculum and fidelity of implementation (Tyler, 1949 ; Ministry of Education, Ghana, 2020 ), and the integration of robust counselling systems within the school system (Gysbers & Henderson, 2012 ; Adu-Yeboah, 2016 ). It aims to contribute both theoretical and applied knowledge to ongoing discussion on improvement of SHS performance. To guide the investigation, the following research questions are posed: RQ1: How do learning styles influence the academic performance of SHS students? RQ2: What is the impact of the SHS core curriculum on students’ learning outcomes? RQ3: How do counselling services contribute to academic success among SHS students? Correspondingly, the study tests the following hypotheses: H₀₁: There is no statistically significant relationship between learning styles and academic performance. H₁₁: Learning styles significantly predict academic performance. H₀₂: The SHS core curriculum has no significant impact on academic performance. H₁₂: The SHS core curriculum significantly influences academic performance. H₀₃: Counselling services do not significantly affect academic performance. H₁₃: Counselling services significantly improve academic performance. By responding to these questions, the research aims to come up with practical suggestions for policymakers, educators, and school heads committed to enhancing academic performance in Ghanaian SHSs and similar schools. Literature Review This section presents an in-depth examination of theoretical, conceptual, and empirical insights into the determinants of academic performance in Senior High Schools (SHSs). It is based on root theories, school quality constructs, and empirical findings associated with learning styles, curriculum structure, and guidance services. The synthesis reveals serious gaps in the literature and clarifies the justification for the current study. 2.1 Conceptual Foundations The present research is based on three interrelated theoretical frameworks that provide a holistic approach to the understanding of academic performance: Elger's Theory of Academic Performance, Taylor's Scientific Management Theory (adapted to the educational context), and Bush's Theory of Educational Management. Elger (2007) prescribes academic success as a dynamic process that is impacted by six interrelated factors: context, knowledge, skills, identity, personal variables, and fixed variables. Among the most critical factors of this model is the function of reflective practice and self-regulated learning that assist students in maximizing their outcomes (Zimmerman & Schunk, 2011). In senior high school environments, the model emphasizes the necessity to personalize teaching to match students' learning styles as well as augmenting their motivation and academic resilience. Taylor's (1909) Scientific Theory of Management, originally developed for industrial effectiveness, has been extended to school administration (Hoy & Miskel, 2012 ). It advocates systematic systems, well-designed curricula, and teacher accountability as the drivers of improved learning outcomes. In SHSs, Taylor's principles suggest that deliberate curriculum design and comprehensive school management can render schools educationally more effective. Bush's (2007) Theory of Educational Management places educational provision within an input–output system that is affected by leadership, policy implementation, and budgeting. Bush and Glover (2014) highlight that effective leadership, curriculum relevance, and support services such as counselling are essential for academic performance. This theory supports the implementation of differentiated pedagogy and integrated student services in Ghanaian SHSs. Cumulatively, these theoretical frameworks underpin the research emphasis on the interplay among instructional responsiveness, institutional support, and student attributes as predictors of academic performance. 2.2 Theoretical Foundations for Quality Education Quality education is a complex notion that incorporates skilled pedagogy, relevant curricula, supportive learning environments, and equitable distribution of resources (UNESCO, 2005 ; World Declaration on Education, 1990). It is described by Mosha (2006) as the dynamic interaction between contextual variables, pedagogical approaches, and available resources, all aimed at the realization of certain learning goals. In addition, Otieno (2017) extends this view to include emotional and social development within a caring learning environment. The literature encourages learner-cantered pedagogy and culturally responsive teaching (Gay, 2000 ; Darling-Hammond, 2010 ), which are especially relevant to Ghana's multicultural educational setting. These theoretical foundations inform the present study's conceptual framework, emphasizing the alignment of learning styles and instructional approaches, improving curriculum implementation, and institutionalizing quality counselling services. The current research operationalizes academic performance as a product of an educational interaction among students' learning styles, curriculum structure, and availability of guidance services. Schools with varied teaching approaches, consistent curriculum designs, and strong support systems are more likely to promote greater academic success. Figure 1: Conceptual framework depicting the influence of learning styles, curriculum quality, and counselling services on academic performance. By exploring these interrelationships, the study aims to generate empirical evidence that can inform policy reforms and practical improvements in Ghanaian SHSs. Figure 1: The Influence of Learning Styles, Core Curriculum of Learning and Counselling on Academic Performance 2.3 Learning Styles and Academic Performance Learning styles are individual preferences for managing information. Fleming and Mills' (1992) VARK model categorizes learners as visual, auditory, reading/writing, or kinesthetic. Research shows that instructional alignment with learned learning style preferences enhances understanding and performance (Hsieh et al., 2011; Mozaffari, 2019). Visual learners, for example, are helped by images and charts; auditory learners by talk and spoken description; while kinaesthetic learners are helped by hands-on activities (Dunn & Dunn, 1989 ; Ha, 2021 , 2022). Nonetheless, critics question the empirical backing of learning style models. Pashler et al. ( 2008 ) contend that evidence substantiating achievement gains by proper matching with learning styles is scarce. Nonetheless, multimodal instructional approaches have been linked to greater levels of student engagement, particularly in learning settings where instruction is dominated by lectures (Owusu-Badu, 2020 ; Ampadu, 2012 ). In Ghanaian Senior High Schools (SHSs), this variation in learning styles implies that there is a demand for adaptive teaching approaches. 2.4 Curriculum Development and Academic Excellence Curriculum is one of the fundamental elements in the education system, specifying content, teaching, and learning assessment processes (Indiana Department of Education, 2010). In Ghana, for instance, NaCCA ( 2018 ) standards-based curriculum is supposed to enhance better learning, critical thinking, and the acquisition of practical skills. Aboagye and Yawson ( 2020 ) argue that reforms like these are designed to minimize content overload and support competency-based education. Yet, long-standing issues such as curricular rigidness, inadequate teacher preparation, and limited contextually relevant material continue to undermine progress (MOE, 2003 ; Waweru, 2018). They are particularly important in marginalized regions such as Dunkwa-On-Offin, where implementation disparities could increase the distance between student needs and curriculum relevance (Anamuah-Mensah, 2016 ). 2.5 Academic Achievement and Counselling Services Counselling services are essential in establishing academic and psychosocial development among the students. UNESCO ( 2000 ) states that school counselling, when effective, assists in enhancing students' self-management, motivation, and academic planning. Research indicates that access to counselling is associated with better academic performance and emotional stability (Siahi & Maiyo, 2015). School counselling departments in Ghana experience a variety of challenges, which include insufficient staffing, limited essential resources, and minimal institutional support (Tina & Ugochukwu, 2014; Neguo, 2022). According to Owusu and Frempong ( 2015 ), most students do not have stable access to academic and personal advising, which affects their resilience, stress-coping skills, and long-term achievement negatively. As such, the visibility, funding, and integration of school counselling need to be augmented to maximize student outcomes. 2.6 Synthesis and Research Gap Literature attests to the intricate relevance of learning styles, curriculum design, and counseling services in affecting academic performance. However, in the Ghanaian context, the majority of studies evaluate these variables in isolation (Nsowah-Nuamah & Teal, 2013 ; Anamuah-Mensah & Towse, 2008 ; Owusu & Frempong, 2015 ). Not many have ventured to examine their cumulative or interactive effects, particularly in impoverished communities like Dunkwa-On-Offin, where WASSCE underperformance points to underlying flaws in the system. This research attempts to bridge this gap through the utilization of a broad paradigm that examines the interaction among these three variables and how they affect academic performance. In doing so, it aims to create fresh empirical data and aid in the formulation of evidence-driven interventions aimed at improving Senior High School performance in Ghana and comparable settings. Methodology 3.1 Research Design This study employed a quantitative, cross-sectional research design to examine the relationships among students’ learning styles, curriculum implementation, counseling services, and academic performance in Ghanaian Senior High Schools (SHSs). The quantitative approach was chosen to enable systematic measurement of variables and to allow for statistical hypothesis testing (Creswell, 2014 ). This design facilitated the generation of empirical evidence to inform both educational policy and classroom practice. Primary data were collected using structured questionnaires and standardized academic tests. These tools supported the objective assessment of the extent to which the independent variables learning styles, curriculum implementation, and counselling services—predict or correlate with academic performance. 3.2 Population The study population included students, teachers, headteachers, and school counsellors from two SHSs in Dunkwa-On-Offin: Boa-Amponsem Senior High School and Dunkwa Secondary/Technical School. The total population consisted of 4,399 individuals, comprising 4,217 students and 182 educators: Boa-Amponsem SHS 2,441 students, 102 educators Dunkwa Secondary/Technical School 1,776 students, 80 educators For relevance and reliability, the accessible population was limited to final-year (Form Three) students and selected educators, who were most familiar with the curriculum and support structures relevant to academic outcomes. 3.3 Sample and Sampling Procedure To ensure generalizability and representativeness, a combination of random and purposive sampling techniques was employed (Fowler, 2009). A total of 117 participants were selected, comprising: 99 students, randomly sampled, 18 educators, purposively selected, including headteachers, assistant heads, counsellors, and form teachers. Student distribution: Boa, Amponsem SHS: 57 students, Dunkwa Secondary/Technical: 42 students Educator distribution: Boa-Amponsem SHS: 10 educators and Dunkwa Secondary/Technical: 8 educators The sample represented more than 10% of the target Form Three population and met the acceptable threshold for educational research reliability. Additionally, the sample size was supported by the study’s anticipated effect sizes and statistical power considerations. Table 1 Summary of Sample Composition Type of Subjects Boa-Amponsem SHS Dunkwa Secondary/Technical Students (Form Threes) 57 42 Other Teachers 5 3 Administrators (Head/Assistant Head) 2 2 School Counsellors 1 1 Form Masters 2 2 Total 67 50 3.4 Data Collection Instruments The study utilized two primary data collection instruments. First, a structured questionnaire was administered to gather information on students’ learning style preferences (guided by the VARK framework), their perceptions of the curriculum, experiences with counselling services, and demographic characteristics. The questionnaire featured Likert scale items and closed-ended questions, drawing from Kothari ( 2004 ). Prior to full deployment, a pilot test was conducted to evaluate internal consistency. Second, a standardized academic test developed and reviewed by subject teachers at the SHS was used to objectively measure academic performance in core subjects. This assessment was aligned with the curriculum and provided a quantitative metric for subsequent analysis. 3.5 Data Collection Procedure Ethical approval was secured from the University of Cape Coast, with additional permissions obtained from relevant school authorities. Informed consent was gathered from all participants. Data collection occurred during regular school hours to minimize disruption. All 117 participants completed the questionnaire, and the academic test was administered under standardized exam conditions to ensure the validity and comparability of results. 3.6 Data Analysis Quantitative data were analysed using SPSS and Excel. Descriptive statistics summarized key variables like learning styles, curriculum perception, counselling access, and academic performance. Pearson’s correlation explored relationships between variables, while multiple regression assessed their individual and combined predictive power. A moderation analysis tested whether counselling influenced the link between learning styles and performance. All hypotheses were tested at 1% and 5% significance levels, following standard educational research practices. 3.7 Reliability Testing: Cronbach’s Alpha Reliability was assessed using Cronbach’s alpha. All six subscales achieved coefficients of 0.70 or higher, indicating acceptable to good internal consistency (Nunnally, 1978). Table 2 Reliability Test Scale Cronbach’s Alpha Visual Style 0.727 Auditory Style 0.779 Read/Write Style 0.750 Kinesthetic Style 0.706 Curriculum 0.706 Counselling 0.701 These results demonstrate that the instruments used in this study exhibit satisfactory internal consistency. The learning style subscales, ranging from 0.706 to 0.779, indicate that the items reliably measure the intended constructs across diverse learner preferences. Similarly, the curriculum and counselling scales met the reliability threshold, supporting their use in subsequent inferential analyses. While the results are encouraging, future studies may further refine the items to enhance precision and generalizability. Nonetheless, the current scales provide a statistically sound foundation for exploring the relationships among educational inputs and student performance in the Ghanaian SHS context. Results 4.1 Descriptive Statistics Descriptive analyses were conducted to examine the distribution of the key study variables, including learning styles, curriculum quality, counseling engagement, and academic performance. The analytic sample comprised 99 final-year SHS students. As shown in Table 1 , the mean academic performance score was 15.91 (SD = 1.85) out of a possible 30, indicating moderate academic achievement. Curriculum quality was rated moderately by students (M = 2.39, SD = 0.86 on a 4-point scale), while counselling service engagement scored slightly higher (M = 2.59, SD = 0.77). Learning style preferences were relatively evenly distributed: auditory (M = 2.68, SD = 0.58), read/write (M = 2.53, SD = 0.64), kinaesthetic (M = 2.45, SD = 0.64), and visual (M = 2.43, SD = 0.62). This distribution suggests a diverse range of learning preferences among the participants. Table 3 Descriptive Statistics Variable Mean SD Min Max Visual Style 2.43 0.62 1.0 4.0 Auditory Style 2.68 0.58 1.4 3.8 Read/Write Style 2.53 0.64 1.4 4.0 Kinesthetics Style 2.45 0.64 1.2 3.8 Curriculum 2.39 0.86 1.0 4.0 Counselling 2.59 0.77 1.0 4.0 Academic Performance 15.91 1.85 12.5 30.0 4.2 Correlation Analysis Pearson’s correlation coefficients were computed to assess the relationships among variables (Table 2 ). Academic performance was positively and significantly correlated with both curriculum quality (r = 0.45, p < .001) and counselling engagement (r = 0.37, p < .01). This suggests that students who perceived the curriculum more favourably or engaged more actively with counselling services achieved higher academic outcomes. Learning style preferences, in contrast, showed weaker and inconsistent associations with academic performance. While visual and kinesthetics preferences had moderate positive correlations (r = 0.42 and 0.45 respectively, both p < .001), auditory and read/write styles were not significantly correlated with performance. Table 4 Pearson Correlations with Academic Performance Predictor r p-value Visual Style + 0.416 < .001 Kinesthetics Style + 0.452 < .001 Counselling Engagement + 0.365 .0002 Auditory Style + 0.169 .095 Curriculum Quality + 0.039 .702 Read/Write Style + 0.006 .950 Correlations among curriculum quality, learning styles, and counselling engagement were generally weak or non-significant, indicating largely independent effects of each predictor. 4.3 Multicollinearity Diagnostics Variance Inflation Factor (VIF) scores were computed to check for multicollinearity among predictors. All VIF values were well below the critical threshold of 5.0, indicating no significant multicollinearity concerns. Table 5 Variance Inflation Factor (VIF) Scores Predictor VIF Visual Style 1.49 Auditory Style 1.35 Read/Write Style 1.06 Kinesthetics Style 1.30 Intercept 29.54 4.4 Regression Analysis A multiple linear regression model was conducted to assess the combined and individual predictive power of learning styles, curriculum quality, and counselling engagement on academic performance. The model was statistically significant, F (6, 92) = 27.82, p < .001, with an adjusted R² of 0.622, indicating that approximately 62.2% of the variance in academic performance was explained by the predictors. Table 6 Multiple Regression Predicting Academic Performance Predictor Coefficient (β) p-value Intercept 8.561 < .001 Visual Style + 0.941 < .001 Auditory Style + 0.283 .142 Read/Write Style + 0.193 .225 Kinesthetics Style + 0.662 .004 Curriculum Quality + 0.986 < .001 Counselling Engagement + 0.585 .001 Curriculum quality emerged as the strongest individual predictor (β = 0.986, p < .001), followed by counselling engagement (β = 0.585, p = .001). Visual and kinesthetics learning styles were also statistically significant, though less robust. Auditory and read/write preferences did not significantly predict performance when controlling for the other variables. 4.5 Interaction Effects Moderated regression was conducted to test whether the relationship between academic performance and curriculum or counselling engagement varied depending on learning style. The inclusion of interaction terms significantly improved model fit (ΔR² ≈ 0.02, p < .05), suggesting modest but meaningful interaction effects. The interaction between learning style and curriculum quality was significant, indicating that the effect of curriculum quality on academic performance was amplified for students whose learning preferences (especially visual or auditory) aligned with curriculum delivery modes. This “alignment effect” supports the idea that congruence between instructional design and student learning preferences can enhance academic outcomes. In contrast, the interactions between learning style and counselling and curriculum and counselling were not statistically significant (p > .05), implying that counselling services had a broadly consistent positive effect across all learner types, regardless of curriculum quality or learning style. Table 7 Interaction Effects Interaction Term β p-value Visual × Counselling + 0.826 .0006 Auditory × Counselling + 0.670 .0104 Read/Write × Counselling + 0.607 .0381 Discussion This study investigated the joint and individual influence of students’ learning styles, curriculum quality, and counselling services on academic performance in Ghanaian Senior High Schools (SHSs). The findings offer a nuanced understanding of how instructional and support mechanisms interact to shape educational outcomes. Overall, curriculum quality and counselling services emerged as strong, independent predictors of academic performance, while learning styles showed no significant main effect unless analysed in interaction with curriculum design. A key finding was the significant interaction between learning style and curriculum quality, highlighting the pedagogical value of instructional alignment. In contrast, counseling services demonstrated a uniformly positive influence across learner types. This section interprets these findings in light of existing literature and outlines their implications for policy and practice. 5.1 Learning Styles and Academic Performance The absence of a significant main effect of learning style on academic performance supports earlier research suggesting that learning styles alone do not confer inherent academic advantages (Pashler et al., 2008 ). This aligns with studies indicating that when all students are taught using the same instructional approach, performance differences across learning styles tend to be minimal. The results thus reinforce the perspective that learning preferences whether visual, auditory, kinesthetics, or read/write are neutral characteristics in isolation. Achievement appears to depend more on the instructional environment than on learning style alone. However, the significant interaction between learning styles and curriculum quality provides important nuance. Students demonstrated higher academic performance when instructional delivery aligned with their preferred learning modalities, supporting the “matching hypothesis” in educational psychology. This conditional effect is echoed in studies such as Quibrar et al. ( 2024 ), which found that instructional congruence with learning preferences was associated with improved academic outcomes among high school students. Our results reconcile competing perspectives in the literature: while learning styles do not predict performance independently, their effect becomes salient when coupled with responsive teaching strategies. This may explain why studies such as those by Karatas and Yalin (2021) in higher education settings have reported null effects context and developmental stage matter. From a pedagogical standpoint, these findings suggest that while tailoring every lesson to each individual learning style is impractical, adopting multimodal instructional strategies may enhance learning outcomes across diverse student populations. A balanced integration of visual, auditory, and experiential learning elements can help optimize classroom engagement and academic performance. 5.2 Curriculum Quality and Student Performance The curriculum emerged as the strongest predictor of academic performance, underscoring its central role in shaping educational outcomes. This finding affirms the view that a well-structured, coherent, and relevant curriculum provides the intellectual scaffolding students need to excel (Tyler, 1949 ; Aboagye & Yawson, 2020 ). In Ghana, where national standards exist but implementation quality varies, the implication is clear: improving curriculum delivery must be a top priority. Moreover, the absence of a significant interaction between curriculum quality and counselling services suggests that the benefits of a strong curriculum are broadly robust, independent of other support mechanisms. In other words, while counselling enhances performance, it cannot substitute for a high-quality curriculum. This has important implications for educational equity: ensuring curriculum coherence across all SHSs especially in under-resourced regions like Dunkwa-On-Offin can serve as a powerful equalizer of opportunity. The evidence supports Ghana’s national emphasis on curriculum reforms aimed at fostering critical thinking, STEM competencies, and learner-centered instruction. Our findings lend empirical weight to these policy directions and advocate for continued investment in curriculum design, teacher training, and instructional resources. 5.3 Counselling Services and Academic Support The significant positive relationship between counselling engagement and academic performance supports both international and local evidence that counselling services are a vital educational support mechanism (UNESCO, 2000 ; Mante & Maosen, 2021 ). In this study, students who engaged more with counselling services demonstrated higher academic achievement even after controlling for curriculum and learning styles. This suggests that counselling contributes value beyond instructional support, likely through improved stress management, academic planning, and socio-emotional stability. Crucially, counselling services showed no interaction with either curriculum quality or learning style, implying a universal benefit across student subgroups. This reinforces the idea that guidance and counselling are essential for all learners, not just those at academic or psychological risk. However, the relatively moderate levels of counselling engagement observed suggest that access barriers such as stigma, understaffing, or limited awareness—may still inhibit utilization. Addressing these constraints could unlock the full potential of counselling programs in improving student outcomes. Our findings call for policy attention to the systematic integration of counselling services within SHS programming. This includes expanding staff capacity, professional development for school counsellors, and promoting awareness of counselling benefits among students and parents. 5.4 Integrated Perspective and Educational Implications Taken together, these findings present academic performance as a multi-dimensional outcome shaped by the interaction of curricular quality, student support services, and, to a lesser extent, individual learning preferences. The strongest improvements are likely when instructional effectiveness and student support structures are developed in tandem. Importantly, the conditional role of learning styles underscores the need for responsive pedagogy: while not decisive on their own, learning preferences can shape outcomes when instruction is flexible and inclusive. For Ghanaian SHSs and similar contexts, this implies that strategic improvements in both “hard” educational infrastructure (curriculum design, teaching methods) and “soft” infrastructure (guidance and counselling services) are critical. Schools that achieve synergy across these domains are best positioned to enhance student achievement, particularly in resource-constrained environments where prioritization is often necessary. 5.5 Study Limitations and Directions for Future Research Several limitations should be acknowledged. First, the study used a cross-sectional design, which limits causal inference. Although the results indicate strong associations, longitudinal or experimental research is needed to confirm causality. Second, learning styles were assessed through self-report, which may not fully capture actual learning behaviours or classroom interactions. Future research could incorporate observational data or teacher reports for triangulation. Third, the measure of counselling engagement was general; future studies could disaggregate counselling into academic, career, and personal domains to identify the most impactful components. Despite these limitations, the study offers strong empirical support for integrated educational reforms. It highlights practical pathways for enhancing SHS performance through curriculum alignment, multimodal instruction, and strengthened counselling services. Conclusion This study affirms that curriculum quality and counselling services are pivotal to improving student achievement in Ghanaian Senior High Schools. When students find their curriculum engaging and relevant and have access to effective counselling their academic performance improves. Although learning styles alone didn’t predict performance, aligning instruction with students' preferred modalities amplifies learning outcomes. The findings call for a holistic approach: integrating robust curriculum delivery with responsive counseling support creates a fertile learning environment for all students, regardless of individual differences. Stakeholders must therefore invest in both teaching quality and student services to ensure inclusive and equitable education. Recommendations Based on the findings and the integrated framework of this study, the following recommendations are offered to guide educators, school administrators, and policymakers in their efforts to improve academic outcomes in Ghanaian Senior High Schools (SHSs). These actions aim not only to address isolated predictors of performance but also to foster a more systemic and holistic learning environment. 7.1 Diversify Teaching Methods to Reflect Varied Learning Styles To boost engagement and comprehension, teachers must go beyond traditional lecture formats. Training should equip them to use visual aids, group discussions, hands-on activities, storytelling, and written tasks within single lessons. This multimodal approach ensures that all students, regardless of their preferred learning style, have a fair opportunity to learn effectively. The Ghana Education Service (GES) should embed this into continuous professional development and teaching standards. 7.2 Strengthen Curriculum Quality and Relevance The curriculum is the academic backbone of any school. It must not only be rigorous but also responsive to students’ realities and global competencies. Regular curriculum reviews by NaCCA coordinated with teacher training colleges should ensure coherence, cultural relevance, and active learning strategies. Schools should also implement feedback loops, where students and teachers assess how well curriculum content and delivery meet learning needs. 7.3 Expand and Professionalize Counselling Services Academic success is deeply tied to students’ emotional well-being. Schools must be equipped with professionally trained counsellors who provide academic advising, mental health support, and career guidance. GES should ensure adequate staffing, facilities, and visibility of counselling services. Normalizing help-seeking behaviour through peer outreach, classroom talks, and teacher referrals is critical to increasing access and impact. 7.4 Create an Integrated Student Support System The most effective schools don’t treat teaching and counselling as separate silos. Teachers and counsellors should collaborate in reviewing student progress, referring struggling learners, and developing tailored support plans. School leadership must formalize these partnerships through regular meetings, shared performance indicators, and co-developed interventions. Policy frameworks should reflect this holistic, student-cantered approach. Declarations 8. Funding statement The authors declare that there was no funding for the study. 9. Clinical Trial Number Not applicable 10.1 Ethical approval Ethical approval for the study was obtained from the University of Cape Coast Institutional Review Board (UCCIRB/CoDE/2022/04). All procedures were conducted in accordance with the ethical standards, guidelines, and regulations of the University of Cape Coast Institutional Review Board. 10.2 Consent to participate Informed consent was obtained from all individual participants who were included in the study. 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Learner-centered teaching and academic achievement in African high schools: The moderating role of learning style. RSIS Int J Educational Stud. 2024;11(1):49–61. Tyler RW. Basic principles of curriculum and instruction. University of Chicago Press; 1949. UNESCO. Guidance and counselling in education. UNESCO; 2000. UNESCO. Education for all global monitoring report: The quality imperative. UNESCO; 2005. World Bank. World development report: Learning to realize education’s promise. The World Bank; 2018. Additional Declarations No competing interests reported. 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Also discoverable on Platform About Our Team In Review Editorial Policies Advisory Board Help Center Resources Author Services Accessibility API Access RSS feed Manage Cookie Preferences © Research Square 2026 | ISSN 2693-5015 (online) Privacy Policy Terms of Service Do Not Sell My Personal Information {\"props\":{\"pageProps\":{\"initialData\":{\"identity\":\"rs-8462661\",\"acceptedTermsAndConditions\":true,\"allowDirectSubmit\":false,\"archivedVersions\":[],\"articleType\":\"Research Article\",\"associatedPublications\":[],\"authors\":[{\"id\":587722152,\"identity\":\"d7537816-f0ee-4565-8749-0caa72116637\",\"order_by\":0,\"name\":\"Joyce Kwakyewaa Dankyi\",\"email\":\"data:image/png;base64,iVBORw0KGgoAAAANSUhEUgAAAZAAAAAyAQMAAABI0h/eAAAABlBMVEX///8AAABVwtN+AAAACXBIWXMAAA7EAAAOxAGVKw4bAAABAUlEQVRIiWNgGAWjYBACxgYwxczAwMPAcOADRNAAiA8Qp+XgDGK0QAFECzMPMVqY23sMP3xgsJY35zljeNi2zU6egb15mwTDrzu4HdZzxlhyBkO64c7eHoPDuW3Jhg08x8okGPue4dYyI8cM6J7DjBvO84C0HEhgkMgxk2DsOYxfyx+Gw/ZgLZYgLfJviNDCwHA4ccNZoMMYwbbwmEkw/MCjpedYsWSPQXryhjPHCg72nEs2bONJK7ZIbMCtxbC9eeOHHxXWthvOJG/+8KPMTp6f/fDGGx/+4NHSwGEAiQgGDjDJwAYiEttw6mAARsMDKBPOAIE/uLWMglEwCkbBiAMAzJpX6ymsA8YAAAAASUVORK5CYII=\",\"orcid\":\"\",\"institution\":\"University of Cape Coast\",\"correspondingAuthor\":true,\"prefix\":\"\",\"firstName\":\"Joyce\",\"middleName\":\"Kwakyewaa\",\"lastName\":\"Dankyi\",\"suffix\":\"\"},{\"id\":587722153,\"identity\":\"51737392-e9d7-4b96-828d-fde8f16b70a8\",\"order_by\":1,\"name\":\"Lydia Aframea Dankyi\",\"email\":\"\",\"orcid\":\"\",\"institution\":\"University of Cape Coast\",\"correspondingAuthor\":false,\"prefix\":\"\",\"firstName\":\"Lydia\",\"middleName\":\"Aframea\",\"lastName\":\"Dankyi\",\"suffix\":\"\"},{\"id\":587722154,\"identity\":\"cb5c1c85-8047-4ea1-8d22-56d526f03da8\",\"order_by\":2,\"name\":\"Francis Owusu-Badu\",\"email\":\"\",\"orcid\":\"\",\"institution\":\"University of Cape Coast\",\"correspondingAuthor\":false,\"prefix\":\"\",\"firstName\":\"Francis\",\"middleName\":\"\",\"lastName\":\"Owusu-Badu\",\"suffix\":\"\"},{\"id\":587722155,\"identity\":\"84c437c9-201f-4139-bde6-1cf03535d612\",\"order_by\":3,\"name\":\"Alex Boadi Dankyi\",\"email\":\"\",\"orcid\":\"\",\"institution\":\"University of Cape Coast\",\"correspondingAuthor\":false,\"prefix\":\"\",\"firstName\":\"Alex\",\"middleName\":\"Boadi\",\"lastName\":\"Dankyi\",\"suffix\":\"\"}],\"badges\":[],\"createdAt\":\"2025-12-27 18:23:17\",\"currentVersionCode\":1,\"declarations\":\"\",\"doi\":\"10.21203/rs.3.rs-8462661/v1\",\"doiUrl\":\"https://doi.org/10.21203/rs.3.rs-8462661/v1\",\"draftVersion\":[],\"editorialEvents\":[],\"editorialNote\":\"\",\"failedWorkflow\":false,\"files\":[{\"id\":102326059,\"identity\":\"32633e65-ec94-4f1e-81aa-2a2139bbd69c\",\"added_by\":\"auto\",\"created_at\":\"2026-02-10 14:31:09\",\"extension\":\"png\",\"order_by\":1,\"title\":\"Figure 1\",\"display\":\"\",\"copyAsset\":false,\"role\":\"figure\",\"size\":39038,\"visible\":true,\"origin\":\"\",\"legend\":\"\\u003cp\\u003e\\u003cem\\u003eConceptual framework depicting the influence of learning styles, curriculum quality, and counselling services on academic performance.\\u003c/em\\u003e\\u003c/p\\u003e\",\"description\":\"\",\"filename\":\"floatimage1.png\",\"url\":\"https://assets-eu.researchsquare.com/files/rs-8462661/v1/1b58a9d35b3aa2f55bd35f93.png\"},{\"id\":102397635,\"identity\":\"d432ea01-880e-4da3-a407-48b39580f917\",\"added_by\":\"auto\",\"created_at\":\"2026-02-11 10:18:38\",\"extension\":\"pdf\",\"order_by\":0,\"title\":\"\",\"display\":\"\",\"copyAsset\":false,\"role\":\"manuscript-pdf\",\"size\":1173726,\"visible\":true,\"origin\":\"\",\"legend\":\"\",\"description\":\"\",\"filename\":\"manuscript.pdf\",\"url\":\"https://assets-eu.researchsquare.com/files/rs-8462661/v1/06d748bb-0df0-42fb-a242-9979306a5f4c.pdf\"}],\"financialInterests\":\"No competing interests reported.\",\"formattedTitle\":\"Synergy of Learning Styles Curriculum Implementation and Counselling Services in Predicting SHS Academic Outcomes\",\"fulltext\":[{\"header\":\"Introduction\",\"content\":\"\\u003cp\\u003eEducation is broadly acknowledged as a fundamental element of national development, propelling economic advancement, social development, and personal empowerment (World Bank, \\u003cspan citationid=\\\"CR31\\\" class=\\\"CitationRef\\\"\\u003e2018\\u003c/span\\u003e). Academic performance, in this regard, is a valuable indicator for assessing the quality of education systems and policy. In Ghana, Senior High School (SHS) education is critical in charting students' academic and vocational paths (Ministry of Education, Ghana, \\u003cspan citationid=\\\"CR19\\\" class=\\\"CitationRef\\\"\\u003e2020\\u003c/span\\u003e). Notwithstanding its pivotal role, the secondary education sector is plagued by perennial problems that undermine maximum scholastic output. Chief among these are ineffective curriculum implementation, ineffective counselling services, and a mismatch between pedagogical approach and the various learning styles of learners (Akyeampong, \\u003cspan citationid=\\\"CR3\\\" class=\\\"CitationRef\\\"\\u003e2017\\u003c/span\\u003e). Underwhelming outcomes observed in national exams, like the West African Senior Secondary School Certificate Examination (WASSCE), have exacerbated fears regarding the system's ability to adequately serve the needs of its students.\\u003c/p\\u003e \\u003cp\\u003eIt needs an overarching framework that considers the interplay among instructional strategies, curriculum quality, and student support systems. The primary issue is a mismatch between students' learning styles and the predominantly lecture-based methods taught in classrooms (Ampadu, \\u003cspan citationid=\\\"CR4\\\" class=\\\"CitationRef\\\"\\u003e2012\\u003c/span\\u003e; Pashler et al., \\u003cspan citationid=\\\"CR26\\\" class=\\\"CitationRef\\\"\\u003e2008\\u003c/span\\u003e). In addition, the existing curriculum is frequently criticized for its theoretical leaning rather than practicality and its inadequate relevance to everyday life, consequently decreasing both students' interest and preparedness for higher education or workplaces (Anamuah-Mensah, \\u003cspan citationid=\\\"CR5\\\" class=\\\"CitationRef\\\"\\u003e2016\\u003c/span\\u003e). These inadequacies in education are compounded by the limited availability and utilization of counselling services that are essential to deal with academic pressure, promote personal development, and enable socio-emotional well-being (Owusu, \\u003cspan citationid=\\\"CR23\\\" class=\\\"CitationRef\\\"\\u003e2017\\u003c/span\\u003e).\\u003c/p\\u003e \\u003cp\\u003eAlthough there have been studies looking at single effects of learning styles (Nsowah-Nuamah \\u0026amp; Teal, \\u003cspan citationid=\\\"CR22\\\" class=\\\"CitationRef\\\"\\u003e2013\\u003c/span\\u003e), curriculum reforms (Anamuah-Mensah \\u0026amp; Towse, \\u003cspan citationid=\\\"CR6\\\" class=\\\"CitationRef\\\"\\u003e2008\\u003c/span\\u003e), and guidance services (Owusu \\u0026amp; Frempong, \\u003cspan citationid=\\\"CR24\\\" class=\\\"CitationRef\\\"\\u003e2015\\u003c/span\\u003e), there have been few attempts at investigating their interdependent effects on students' performance. This distinction needs to be particularly critical in the less-researched regions like Dunkwa-On-Offin, located in the Central Region of Ghana, where poor WASSCE results and qualitative measures (for instance, students' portfolios and anecdotal evidence) indicate that some targeted interventions are necessary. In-depth knowledge of how learning orientations interface with curriculum implementation and guidance services may provide critical lessons towards addressing quality improvement in these environments.\\u003c/p\\u003e \\u003cp\\u003eThis study takes conceptual lenses that call for matching instruction to learning style (Felder \\u0026amp; Silverman, \\u003cspan citationid=\\\"CR12\\\" class=\\\"CitationRef\\\"\\u003e1988\\u003c/span\\u003e; Dunn \\u0026amp; Dunn, 1992), relevance of curriculum and fidelity of implementation (Tyler, \\u003cspan citationid=\\\"CR28\\\" class=\\\"CitationRef\\\"\\u003e1949\\u003c/span\\u003e; Ministry of Education, Ghana, \\u003cspan citationid=\\\"CR19\\\" class=\\\"CitationRef\\\"\\u003e2020\\u003c/span\\u003e), and the integration of robust counselling systems within the school system (Gysbers \\u0026amp; Henderson, \\u003cspan citationid=\\\"CR14\\\" class=\\\"CitationRef\\\"\\u003e2012\\u003c/span\\u003e; Adu-Yeboah, \\u003cspan citationid=\\\"CR2\\\" class=\\\"CitationRef\\\"\\u003e2016\\u003c/span\\u003e). It aims to contribute both theoretical and applied knowledge to ongoing discussion on improvement of SHS performance.\\u003c/p\\u003e \\u003cp\\u003eTo guide the investigation, the following research questions are posed:\\u003c/p\\u003e \\u003cp\\u003eRQ1: How do learning styles influence the academic performance of SHS students?\\u003c/p\\u003e \\u003cp\\u003eRQ2: What is the impact of the SHS core curriculum on students\\u0026rsquo; learning outcomes?\\u003c/p\\u003e \\u003cp\\u003eRQ3: How do counselling services contribute to academic success among SHS students?\\u003c/p\\u003e \\u003cp\\u003eCorrespondingly, the study tests the following hypotheses:\\u003c/p\\u003e \\u003cp\\u003eH₀₁: There is no statistically significant relationship between learning styles and academic performance.\\u003c/p\\u003e \\u003cp\\u003eH₁₁: Learning styles significantly predict academic performance.\\u003c/p\\u003e \\u003cp\\u003eH₀₂: The SHS core curriculum has no significant impact on academic performance.\\u003c/p\\u003e \\u003cp\\u003eH₁₂: The SHS core curriculum significantly influences academic performance.\\u003c/p\\u003e \\u003cp\\u003eH₀₃: Counselling services do not significantly affect academic performance.\\u003c/p\\u003e \\u003cp\\u003eH₁₃: Counselling services significantly improve academic performance.\\u003c/p\\u003e \\u003cp\\u003eBy responding to these questions, the research aims to come up with practical suggestions for policymakers, educators, and school heads committed to enhancing academic performance in Ghanaian SHSs and similar schools.\\u003c/p\\u003e\"},{\"header\":\"Literature Review\",\"content\":\"\\u003cp\\u003eThis section presents an in-depth examination of theoretical, conceptual, and empirical insights into the determinants of academic performance in Senior High Schools (SHSs). It is based on root theories, school quality constructs, and empirical findings associated with learning styles, curriculum structure, and guidance services. The synthesis reveals serious gaps in the literature and clarifies the justification for the current study.\\u003c/p\\u003e \\u003cdiv id=\\\"Sec3\\\" class=\\\"Section2\\\"\\u003e \\u003ch2\\u003e2.1 Conceptual Foundations\\u003c/h2\\u003e \\u003cp\\u003eThe present research is based on three interrelated theoretical frameworks that provide a holistic approach to the understanding of academic performance: Elger's Theory of Academic Performance, Taylor's Scientific Management Theory (adapted to the educational context), and Bush's Theory of Educational Management.\\u003c/p\\u003e \\u003cp\\u003eElger (2007) prescribes academic success as a dynamic process that is impacted by six interrelated factors: context, knowledge, skills, identity, personal variables, and fixed variables. Among the most critical factors of this model is the function of reflective practice and self-regulated learning that assist students in maximizing their outcomes (Zimmerman \\u0026amp; Schunk, 2011). In senior high school environments, the model emphasizes the necessity to personalize teaching to match students' learning styles as well as augmenting their motivation and academic resilience.\\u003c/p\\u003e \\u003cp\\u003eTaylor's (1909) Scientific Theory of Management, originally developed for industrial effectiveness, has been extended to school administration (Hoy \\u0026amp; Miskel, \\u003cspan citationid=\\\"CR16\\\" class=\\\"CitationRef\\\"\\u003e2012\\u003c/span\\u003e). It advocates systematic systems, well-designed curricula, and teacher accountability as the drivers of improved learning outcomes. In SHSs, Taylor's principles suggest that deliberate curriculum design and comprehensive school management can render schools educationally more effective.\\u003c/p\\u003e \\u003cp\\u003eBush's (2007) Theory of Educational Management places educational provision within an input\\u0026ndash;output system that is affected by leadership, policy implementation, and budgeting. Bush and Glover (2014) highlight that effective leadership, curriculum relevance, and support services such as counselling are essential for academic performance. This theory supports the implementation of differentiated pedagogy and integrated student services in Ghanaian SHSs.\\u003c/p\\u003e \\u003cp\\u003eCumulatively, these theoretical frameworks underpin the research emphasis on the interplay among instructional responsiveness, institutional support, and student attributes as predictors of academic performance.\\u003c/p\\u003e \\u003c/div\\u003e \\u003cdiv id=\\\"Sec4\\\" class=\\\"Section2\\\"\\u003e \\u003ch2\\u003e2.2 Theoretical Foundations for Quality Education\\u003c/h2\\u003e \\u003cp\\u003eQuality education is a complex notion that incorporates skilled pedagogy, relevant curricula, supportive learning environments, and equitable distribution of resources (UNESCO, \\u003cspan citationid=\\\"CR30\\\" class=\\\"CitationRef\\\"\\u003e2005\\u003c/span\\u003e; World Declaration on Education, 1990). It is described by Mosha (2006) as the dynamic interaction between contextual variables, pedagogical approaches, and available resources, all aimed at the realization of certain learning goals. In addition, Otieno (2017) extends this view to include emotional and social development within a caring learning environment.\\u003c/p\\u003e \\u003cp\\u003eThe literature encourages learner-cantered pedagogy and culturally responsive teaching (Gay, \\u003cspan citationid=\\\"CR13\\\" class=\\\"CitationRef\\\"\\u003e2000\\u003c/span\\u003e; Darling-Hammond, \\u003cspan citationid=\\\"CR10\\\" class=\\\"CitationRef\\\"\\u003e2010\\u003c/span\\u003e), which are especially relevant to Ghana's multicultural educational setting. These theoretical foundations inform the present study's conceptual framework, emphasizing the alignment of learning styles and instructional approaches, improving curriculum implementation, and institutionalizing quality counselling services.\\u003c/p\\u003e \\u003cp\\u003eThe current research operationalizes academic performance as a product of an educational interaction among students' learning styles, curriculum structure, and availability of guidance services. Schools with varied teaching approaches, consistent curriculum designs, and strong support systems are more likely to promote greater academic success.\\u003c/p\\u003e \\u003cp\\u003e \\u003cem\\u003eFigure 1: Conceptual framework depicting the influence of learning styles, curriculum quality, and counselling services on academic performance.\\u003c/em\\u003e \\u003c/p\\u003e \\u003cp\\u003e \\u003c/p\\u003e \\u003cp\\u003eBy exploring these interrelationships, the study aims to generate empirical evidence that can inform policy reforms and practical improvements in Ghanaian SHSs.\\u003c/p\\u003e \\u003cp\\u003e \\u003cem\\u003eFigure 1: The Influence of Learning Styles, Core Curriculum of Learning and Counselling on Academic Performance\\u003c/em\\u003e \\u003c/p\\u003e \\u003c/div\\u003e \\u003cdiv id=\\\"Sec5\\\" class=\\\"Section2\\\"\\u003e \\u003ch2\\u003e2.3 Learning Styles and Academic Performance\\u003c/h2\\u003e \\u003cp\\u003eLearning styles are individual preferences for managing information. Fleming and Mills' (1992) VARK model categorizes learners as visual, auditory, reading/writing, or kinesthetic. Research shows that instructional alignment with learned learning style preferences enhances understanding and performance (Hsieh et al., 2011; Mozaffari, 2019). Visual learners, for example, are helped by images and charts; auditory learners by talk and spoken description; while kinaesthetic learners are helped by hands-on activities (Dunn \\u0026amp; Dunn, \\u003cspan citationid=\\\"CR11\\\" class=\\\"CitationRef\\\"\\u003e1989\\u003c/span\\u003e; Ha, \\u003cspan citationid=\\\"CR15\\\" class=\\\"CitationRef\\\"\\u003e2021\\u003c/span\\u003e, 2022).\\u003c/p\\u003e \\u003cp\\u003eNonetheless, critics question the empirical backing of learning style models. Pashler et al. (\\u003cspan citationid=\\\"CR26\\\" class=\\\"CitationRef\\\"\\u003e2008\\u003c/span\\u003e) contend that evidence substantiating achievement gains by proper matching with learning styles is scarce. Nonetheless, multimodal instructional approaches have been linked to greater levels of student engagement, particularly in learning settings where instruction is dominated by lectures (Owusu-Badu, \\u003cspan citationid=\\\"CR25\\\" class=\\\"CitationRef\\\"\\u003e2020\\u003c/span\\u003e; Ampadu, \\u003cspan citationid=\\\"CR4\\\" class=\\\"CitationRef\\\"\\u003e2012\\u003c/span\\u003e). In Ghanaian Senior High Schools (SHSs), this variation in learning styles implies that there is a demand for adaptive teaching approaches.\\u003c/p\\u003e \\u003c/div\\u003e \\u003cdiv id=\\\"Sec6\\\" class=\\\"Section2\\\"\\u003e \\u003ch2\\u003e2.4 Curriculum Development and Academic Excellence\\u003c/h2\\u003e \\u003cp\\u003eCurriculum is one of the fundamental elements in the education system, specifying content, teaching, and learning assessment processes (Indiana Department of Education, 2010). In Ghana, for instance, NaCCA (\\u003cspan citationid=\\\"CR21\\\" class=\\\"CitationRef\\\"\\u003e2018\\u003c/span\\u003e) standards-based curriculum is supposed to enhance better learning, critical thinking, and the acquisition of practical skills.\\u003c/p\\u003e \\u003cp\\u003eAboagye and Yawson (\\u003cspan citationid=\\\"CR1\\\" class=\\\"CitationRef\\\"\\u003e2020\\u003c/span\\u003e) argue that reforms like these are designed to minimize content overload and support competency-based education. Yet, long-standing issues such as curricular rigidness, inadequate teacher preparation, and limited contextually relevant material continue to undermine progress (MOE, \\u003cspan citationid=\\\"CR20\\\" class=\\\"CitationRef\\\"\\u003e2003\\u003c/span\\u003e; Waweru, 2018). They are particularly important in marginalized regions such as Dunkwa-On-Offin, where implementation disparities could increase the distance between student needs and curriculum relevance (Anamuah-Mensah, \\u003cspan citationid=\\\"CR5\\\" class=\\\"CitationRef\\\"\\u003e2016\\u003c/span\\u003e).\\u003c/p\\u003e \\u003c/div\\u003e \\u003cdiv id=\\\"Sec7\\\" class=\\\"Section2\\\"\\u003e \\u003ch2\\u003e2.5 Academic Achievement and Counselling Services\\u003c/h2\\u003e \\u003cp\\u003eCounselling services are essential in establishing academic and psychosocial development among the students. UNESCO (\\u003cspan citationid=\\\"CR29\\\" class=\\\"CitationRef\\\"\\u003e2000\\u003c/span\\u003e) states that school counselling, when effective, assists in enhancing students' self-management, motivation, and academic planning. Research indicates that access to counselling is associated with better academic performance and emotional stability (Siahi \\u0026amp; Maiyo, 2015).\\u003c/p\\u003e \\u003cp\\u003eSchool counselling departments in Ghana experience a variety of challenges, which include insufficient staffing, limited essential resources, and minimal institutional support (Tina \\u0026amp; Ugochukwu, 2014; Neguo, 2022). According to Owusu and Frempong (\\u003cspan citationid=\\\"CR24\\\" class=\\\"CitationRef\\\"\\u003e2015\\u003c/span\\u003e), most students do not have stable access to academic and personal advising, which affects their resilience, stress-coping skills, and long-term achievement negatively. As such, the visibility, funding, and integration of school counselling need to be augmented to maximize student outcomes.\\u003c/p\\u003e \\u003c/div\\u003e \\u003cdiv id=\\\"Sec8\\\" class=\\\"Section2\\\"\\u003e \\u003ch2\\u003e2.6 Synthesis and Research Gap\\u003c/h2\\u003e \\u003cp\\u003eLiterature attests to the intricate relevance of learning styles, curriculum design, and counseling services in affecting academic performance. However, in the Ghanaian context, the majority of studies evaluate these variables in isolation (Nsowah-Nuamah \\u0026amp; Teal, \\u003cspan citationid=\\\"CR22\\\" class=\\\"CitationRef\\\"\\u003e2013\\u003c/span\\u003e; Anamuah-Mensah \\u0026amp; Towse, \\u003cspan citationid=\\\"CR6\\\" class=\\\"CitationRef\\\"\\u003e2008\\u003c/span\\u003e; Owusu \\u0026amp; Frempong, \\u003cspan citationid=\\\"CR24\\\" class=\\\"CitationRef\\\"\\u003e2015\\u003c/span\\u003e). Not many have ventured to examine their cumulative or interactive effects, particularly in impoverished communities like Dunkwa-On-Offin, where WASSCE underperformance points to underlying flaws in the system.\\u003c/p\\u003e \\u003cp\\u003eThis research attempts to bridge this gap through the utilization of a broad paradigm that examines the interaction among these three variables and how they affect academic performance. In doing so, it aims to create fresh empirical data and aid in the formulation of evidence-driven interventions aimed at improving Senior High School performance in Ghana and comparable settings.\\u003c/p\\u003e \\u003c/div\\u003e\"},{\"header\":\"Methodology\",\"content\":\"\\u003cdiv id=\\\"Sec10\\\" class=\\\"Section2\\\"\\u003e \\u003ch2\\u003e3.1 Research Design\\u003c/h2\\u003e \\u003cp\\u003eThis study employed a quantitative, cross-sectional research design to examine the relationships among students\\u0026rsquo; learning styles, curriculum implementation, counseling services, and academic performance in Ghanaian Senior High Schools (SHSs). The quantitative approach was chosen to enable systematic measurement of variables and to allow for statistical hypothesis testing (Creswell, \\u003cspan citationid=\\\"CR9\\\" class=\\\"CitationRef\\\"\\u003e2014\\u003c/span\\u003e). This design facilitated the generation of empirical evidence to inform both educational policy and classroom practice.\\u003c/p\\u003e \\u003cp\\u003ePrimary data were collected using structured questionnaires and standardized academic tests. These tools supported the objective assessment of the extent to which the independent variables learning styles, curriculum implementation, and counselling services\\u0026mdash;predict or correlate with academic performance.\\u003c/p\\u003e \\u003c/div\\u003e \\u003cdiv id=\\\"Sec11\\\" class=\\\"Section2\\\"\\u003e \\u003ch2\\u003e3.2 Population\\u003c/h2\\u003e \\u003cp\\u003eThe study population included students, teachers, headteachers, and school counsellors from two SHSs in Dunkwa-On-Offin: Boa-Amponsem Senior High School and Dunkwa Secondary/Technical School. The total population consisted of 4,399 individuals, comprising 4,217 students and 182 educators:\\u003c/p\\u003e \\u003cp\\u003e \\u003cstrong\\u003eBoa-Amponsem SHS\\u003c/strong\\u003e \\u003cp\\u003e2,441 students, 102 educators\\u003c/p\\u003e \\u003c/p\\u003e \\u003cp\\u003e \\u003cstrong\\u003eDunkwa Secondary/Technical School\\u003c/strong\\u003e \\u003cp\\u003e1,776 students, 80 educators\\u003c/p\\u003e \\u003c/p\\u003e \\u003cp\\u003eFor relevance and reliability, the accessible population was limited to final-year (Form Three) students and selected educators, who were most familiar with the curriculum and support structures relevant to academic outcomes.\\u003c/p\\u003e \\u003c/div\\u003e \\u003cdiv id=\\\"Sec12\\\" class=\\\"Section2\\\"\\u003e \\u003ch2\\u003e3.3 Sample and Sampling Procedure\\u003c/h2\\u003e \\u003cp\\u003eTo ensure generalizability and representativeness, a combination of random and purposive sampling techniques was employed (Fowler, 2009). A total of 117 participants were selected, comprising: 99 students, randomly sampled, 18 educators, purposively selected, including headteachers, assistant heads, counsellors, and form teachers. Student distribution: Boa, Amponsem SHS: 57 students, Dunkwa Secondary/Technical: 42 students\\u003c/p\\u003e \\u003cp\\u003eEducator distribution: Boa-Amponsem SHS: 10 educators and Dunkwa Secondary/Technical: 8 educators\\u003c/p\\u003e \\u003cp\\u003eThe sample represented more than 10% of the target Form Three population and met the acceptable threshold for educational research reliability. Additionally, the sample size was supported by the study\\u0026rsquo;s anticipated effect sizes and statistical power considerations.\\u003c/p\\u003e \\u003cp\\u003e \\u003cdiv class=\\\"gridtable\\\"\\u003e\\u003ctable float=\\\"Yes\\\" id=\\\"Tab1\\\" border=\\\"1\\\"\\u003e \\u003ccaption language=\\\"En\\\"\\u003e \\u003cdiv class=\\\"CaptionNumber\\\"\\u003eTable 1\\u003c/div\\u003e \\u003cdiv class=\\\"CaptionContent\\\"\\u003e \\u003cp\\u003eSummary of Sample Composition\\u003c/p\\u003e \\u003c/div\\u003e \\u003c/caption\\u003e \\u003ccolgroup cols=\\\"3\\\"\\u003e \\u003cdiv align=\\\"left\\\" class=\\\"colspec\\\" colname=\\\"c1\\\" colnum=\\\"1\\\"\\u003e\\u003c/div\\u003e \\u003cdiv align=\\\"char\\\" char=\\\".\\\" class=\\\"colspec\\\" colname=\\\"c2\\\" colnum=\\\"2\\\"\\u003e\\u003c/div\\u003e \\u003cdiv align=\\\"char\\\" char=\\\".\\\" class=\\\"colspec\\\" colname=\\\"c3\\\" colnum=\\\"3\\\"\\u003e\\u003c/div\\u003e \\u003cthead\\u003e \\u003ctr\\u003e \\u003cth align=\\\"left\\\" colname=\\\"c1\\\"\\u003e \\u003cp\\u003eType of Subjects\\u003c/p\\u003e \\u003c/th\\u003e \\u003cth align=\\\"left\\\" colname=\\\"c2\\\"\\u003e \\u003cp\\u003eBoa-Amponsem SHS\\u003c/p\\u003e \\u003c/th\\u003e \\u003cth align=\\\"left\\\" colname=\\\"c3\\\"\\u003e \\u003cp\\u003eDunkwa Secondary/Technical\\u003c/p\\u003e \\u003c/th\\u003e \\u003c/tr\\u003e \\u003c/thead\\u003e \\u003ctbody\\u003e \\u003ctr\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c1\\\"\\u003e \\u003cp\\u003eStudents (Form Threes)\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"char\\\" char=\\\".\\\" colname=\\\"c2\\\"\\u003e \\u003cp\\u003e57\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"char\\\" char=\\\".\\\" colname=\\\"c3\\\"\\u003e \\u003cp\\u003e42\\u003c/p\\u003e \\u003c/td\\u003e \\u003c/tr\\u003e \\u003ctr\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c1\\\"\\u003e \\u003cp\\u003eOther Teachers\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"char\\\" char=\\\".\\\" colname=\\\"c2\\\"\\u003e \\u003cp\\u003e5\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"char\\\" char=\\\".\\\" colname=\\\"c3\\\"\\u003e \\u003cp\\u003e3\\u003c/p\\u003e \\u003c/td\\u003e \\u003c/tr\\u003e \\u003ctr\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c1\\\"\\u003e \\u003cp\\u003eAdministrators (Head/Assistant Head)\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"char\\\" char=\\\".\\\" colname=\\\"c2\\\"\\u003e \\u003cp\\u003e2\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"char\\\" char=\\\".\\\" colname=\\\"c3\\\"\\u003e \\u003cp\\u003e2\\u003c/p\\u003e \\u003c/td\\u003e \\u003c/tr\\u003e \\u003ctr\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c1\\\"\\u003e \\u003cp\\u003eSchool Counsellors\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"char\\\" char=\\\".\\\" colname=\\\"c2\\\"\\u003e \\u003cp\\u003e1\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"char\\\" char=\\\".\\\" colname=\\\"c3\\\"\\u003e \\u003cp\\u003e1\\u003c/p\\u003e \\u003c/td\\u003e \\u003c/tr\\u003e \\u003ctr\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c1\\\"\\u003e \\u003cp\\u003eForm Masters\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"char\\\" char=\\\".\\\" colname=\\\"c2\\\"\\u003e \\u003cp\\u003e2\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"char\\\" char=\\\".\\\" colname=\\\"c3\\\"\\u003e \\u003cp\\u003e2\\u003c/p\\u003e \\u003c/td\\u003e \\u003c/tr\\u003e \\u003ctr\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c1\\\"\\u003e \\u003cp\\u003eTotal\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"char\\\" char=\\\".\\\" colname=\\\"c2\\\"\\u003e \\u003cp\\u003e67\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"char\\\" char=\\\".\\\" colname=\\\"c3\\\"\\u003e \\u003cp\\u003e50\\u003c/p\\u003e \\u003c/td\\u003e \\u003c/tr\\u003e \\u003c/tbody\\u003e \\u003c/colgroup\\u003e \\u003c/table\\u003e\\u003c/div\\u003e \\u003c/p\\u003e \\u003c/div\\u003e \\u003cdiv id=\\\"Sec13\\\" class=\\\"Section2\\\"\\u003e \\u003ch2\\u003e3.4 Data Collection Instruments\\u003c/h2\\u003e \\u003cp\\u003eThe study utilized two primary data collection instruments. First, a structured questionnaire was administered to gather information on students\\u0026rsquo; learning style preferences (guided by the VARK framework), their perceptions of the curriculum, experiences with counselling services, and demographic characteristics. The questionnaire featured Likert scale items and closed-ended questions, drawing from Kothari (\\u003cspan citationid=\\\"CR17\\\" class=\\\"CitationRef\\\"\\u003e2004\\u003c/span\\u003e). Prior to full deployment, a pilot test was conducted to evaluate internal consistency. Second, a standardized academic test developed and reviewed by subject teachers at the SHS was used to objectively measure academic performance in core subjects. This assessment was aligned with the curriculum and provided a quantitative metric for subsequent analysis.\\u003c/p\\u003e \\u003c/div\\u003e \\u003cdiv id=\\\"Sec14\\\" class=\\\"Section2\\\"\\u003e \\u003ch2\\u003e3.5 Data Collection Procedure\\u003c/h2\\u003e \\u003cp\\u003e \\u003cstrong\\u003eEthical approval\\u003c/strong\\u003e \\u003cp\\u003ewas secured from the University of Cape Coast, with additional permissions obtained from relevant school authorities. Informed consent was gathered from all participants. Data collection occurred during regular school hours to minimize disruption. All 117 participants completed the questionnaire, and the academic test was administered under standardized exam conditions to ensure the validity and comparability of results.\\u003c/p\\u003e \\u003c/p\\u003e \\u003c/div\\u003e \\u003cdiv id=\\\"Sec15\\\" class=\\\"Section2\\\"\\u003e \\u003ch2\\u003e3.6 Data Analysis\\u003c/h2\\u003e \\u003cp\\u003eQuantitative data were analysed using SPSS and Excel. Descriptive statistics summarized key variables like learning styles, curriculum perception, counselling access, and academic performance. Pearson\\u0026rsquo;s correlation explored relationships between variables, while multiple regression assessed their individual and combined predictive power. A moderation analysis tested whether counselling influenced the link between learning styles and performance. All hypotheses were tested at 1% and 5% significance levels, following standard educational research practices.\\u003c/p\\u003e \\u003c/div\\u003e \\u003cdiv id=\\\"Sec16\\\" class=\\\"Section2\\\"\\u003e \\u003ch2\\u003e3.7 Reliability Testing: Cronbach\\u0026rsquo;s Alpha\\u003c/h2\\u003e \\u003cp\\u003eReliability was assessed using Cronbach\\u0026rsquo;s alpha. All six subscales achieved coefficients of 0.70 or higher, indicating acceptable to good internal consistency (Nunnally, 1978).\\u003c/p\\u003e \\u003cp\\u003e \\u003cdiv class=\\\"gridtable\\\"\\u003e\\u003ctable float=\\\"Yes\\\" id=\\\"Tab2\\\" border=\\\"1\\\"\\u003e \\u003ccaption language=\\\"En\\\"\\u003e \\u003cdiv class=\\\"CaptionNumber\\\"\\u003eTable 2\\u003c/div\\u003e \\u003cdiv class=\\\"CaptionContent\\\"\\u003e \\u003cp\\u003eReliability Test\\u003c/p\\u003e \\u003c/div\\u003e \\u003c/caption\\u003e \\u003ccolgroup cols=\\\"2\\\"\\u003e \\u003cdiv align=\\\"left\\\" class=\\\"colspec\\\" colname=\\\"c1\\\" colnum=\\\"1\\\"\\u003e\\u003c/div\\u003e \\u003cdiv align=\\\"char\\\" char=\\\".\\\" class=\\\"colspec\\\" colname=\\\"c2\\\" colnum=\\\"2\\\"\\u003e\\u003c/div\\u003e \\u003cthead\\u003e \\u003ctr\\u003e \\u003cth align=\\\"left\\\" colname=\\\"c1\\\"\\u003e \\u003cp\\u003eScale\\u003c/p\\u003e \\u003c/th\\u003e \\u003cth align=\\\"left\\\" colname=\\\"c2\\\"\\u003e \\u003cp\\u003eCronbach\\u0026rsquo;s Alpha\\u003c/p\\u003e \\u003c/th\\u003e \\u003c/tr\\u003e \\u003c/thead\\u003e \\u003ctbody\\u003e \\u003ctr\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c1\\\"\\u003e \\u003cp\\u003eVisual Style\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"char\\\" char=\\\".\\\" colname=\\\"c2\\\"\\u003e \\u003cp\\u003e0.727\\u003c/p\\u003e \\u003c/td\\u003e \\u003c/tr\\u003e \\u003ctr\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c1\\\"\\u003e \\u003cp\\u003eAuditory Style\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"char\\\" char=\\\".\\\" colname=\\\"c2\\\"\\u003e \\u003cp\\u003e0.779\\u003c/p\\u003e \\u003c/td\\u003e \\u003c/tr\\u003e \\u003ctr\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c1\\\"\\u003e \\u003cp\\u003eRead/Write Style\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"char\\\" char=\\\".\\\" colname=\\\"c2\\\"\\u003e \\u003cp\\u003e0.750\\u003c/p\\u003e \\u003c/td\\u003e \\u003c/tr\\u003e \\u003ctr\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c1\\\"\\u003e \\u003cp\\u003eKinesthetic Style\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"char\\\" char=\\\".\\\" colname=\\\"c2\\\"\\u003e \\u003cp\\u003e0.706\\u003c/p\\u003e \\u003c/td\\u003e \\u003c/tr\\u003e \\u003ctr\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c1\\\"\\u003e \\u003cp\\u003eCurriculum\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"char\\\" char=\\\".\\\" colname=\\\"c2\\\"\\u003e \\u003cp\\u003e0.706\\u003c/p\\u003e \\u003c/td\\u003e \\u003c/tr\\u003e \\u003ctr\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c1\\\"\\u003e \\u003cp\\u003eCounselling\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"char\\\" char=\\\".\\\" colname=\\\"c2\\\"\\u003e \\u003cp\\u003e0.701\\u003c/p\\u003e \\u003c/td\\u003e \\u003c/tr\\u003e \\u003c/tbody\\u003e \\u003c/colgroup\\u003e \\u003c/table\\u003e\\u003c/div\\u003e \\u003c/p\\u003e \\u003cp\\u003eThese results demonstrate that the instruments used in this study exhibit satisfactory internal consistency. The learning style subscales, ranging from 0.706 to 0.779, indicate that the items reliably measure the intended constructs across diverse learner preferences. Similarly, the curriculum and counselling scales met the reliability threshold, supporting their use in subsequent inferential analyses. While the results are encouraging, future studies may further refine the items to enhance precision and generalizability. Nonetheless, the current scales provide a statistically sound foundation for exploring the relationships among educational inputs and student performance in the Ghanaian SHS context.\\u003c/p\\u003e \\u003c/div\\u003e\"},{\"header\":\"Results\",\"content\":\"\\u003cdiv id=\\\"Sec18\\\" class=\\\"Section2\\\"\\u003e \\u003ch2\\u003e4.1 Descriptive Statistics\\u003c/h2\\u003e \\u003cp\\u003eDescriptive analyses were conducted to examine the distribution of the key study variables, including learning styles, curriculum quality, counseling engagement, and academic performance. The analytic sample comprised 99 final-year SHS students. As shown in Table\\u0026nbsp;\\u003cspan refid=\\\"Tab1\\\" class=\\\"InternalRef\\\"\\u003e1\\u003c/span\\u003e, the mean academic performance score was 15.91 (SD\\u0026thinsp;=\\u0026thinsp;1.85) out of a possible 30, indicating moderate academic achievement.\\u003c/p\\u003e \\u003cp\\u003eCurriculum quality was rated moderately by students (M\\u0026thinsp;=\\u0026thinsp;2.39, SD\\u0026thinsp;=\\u0026thinsp;0.86 on a 4-point scale), while counselling service engagement scored slightly higher (M\\u0026thinsp;=\\u0026thinsp;2.59, SD\\u0026thinsp;=\\u0026thinsp;0.77). Learning style preferences were relatively evenly distributed: auditory (M\\u0026thinsp;=\\u0026thinsp;2.68, SD\\u0026thinsp;=\\u0026thinsp;0.58), read/write (M\\u0026thinsp;=\\u0026thinsp;2.53, SD\\u0026thinsp;=\\u0026thinsp;0.64), kinaesthetic (M\\u0026thinsp;=\\u0026thinsp;2.45, SD\\u0026thinsp;=\\u0026thinsp;0.64), and visual (M\\u0026thinsp;=\\u0026thinsp;2.43, SD\\u0026thinsp;=\\u0026thinsp;0.62). This distribution suggests a diverse range of learning preferences among the participants.\\u003c/p\\u003e \\u003cp\\u003e \\u003cdiv class=\\\"gridtable\\\"\\u003e\\u003ctable float=\\\"Yes\\\" id=\\\"Tab3\\\" border=\\\"1\\\"\\u003e \\u003ccaption language=\\\"En\\\"\\u003e \\u003cdiv class=\\\"CaptionNumber\\\"\\u003eTable 3\\u003c/div\\u003e \\u003cdiv class=\\\"CaptionContent\\\"\\u003e \\u003cp\\u003eDescriptive Statistics\\u003c/p\\u003e \\u003c/div\\u003e \\u003c/caption\\u003e \\u003ccolgroup cols=\\\"5\\\"\\u003e \\u003cdiv align=\\\"left\\\" class=\\\"colspec\\\" colname=\\\"c1\\\" colnum=\\\"1\\\"\\u003e\\u003c/div\\u003e \\u003cdiv align=\\\"char\\\" char=\\\".\\\" class=\\\"colspec\\\" colname=\\\"c2\\\" colnum=\\\"2\\\"\\u003e\\u003c/div\\u003e \\u003cdiv align=\\\"char\\\" char=\\\".\\\" class=\\\"colspec\\\" colname=\\\"c3\\\" colnum=\\\"3\\\"\\u003e\\u003c/div\\u003e \\u003cdiv align=\\\"char\\\" char=\\\".\\\" class=\\\"colspec\\\" colname=\\\"c4\\\" colnum=\\\"4\\\"\\u003e\\u003c/div\\u003e \\u003cdiv align=\\\"char\\\" char=\\\".\\\" class=\\\"colspec\\\" colname=\\\"c5\\\" colnum=\\\"5\\\"\\u003e\\u003c/div\\u003e \\u003cthead\\u003e \\u003ctr\\u003e \\u003cth align=\\\"left\\\" colname=\\\"c1\\\"\\u003e \\u003cp\\u003eVariable\\u003c/p\\u003e \\u003c/th\\u003e \\u003cth align=\\\"left\\\" colname=\\\"c2\\\"\\u003e \\u003cp\\u003eMean\\u003c/p\\u003e \\u003c/th\\u003e \\u003cth align=\\\"left\\\" colname=\\\"c3\\\"\\u003e \\u003cp\\u003eSD\\u003c/p\\u003e \\u003c/th\\u003e \\u003cth align=\\\"left\\\" colname=\\\"c4\\\"\\u003e \\u003cp\\u003eMin\\u003c/p\\u003e \\u003c/th\\u003e \\u003cth align=\\\"left\\\" colname=\\\"c5\\\"\\u003e \\u003cp\\u003eMax\\u003c/p\\u003e \\u003c/th\\u003e \\u003c/tr\\u003e \\u003c/thead\\u003e \\u003ctbody\\u003e \\u003ctr\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c1\\\"\\u003e \\u003cp\\u003eVisual Style\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"char\\\" char=\\\".\\\" colname=\\\"c2\\\"\\u003e \\u003cp\\u003e2.43\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"char\\\" char=\\\".\\\" colname=\\\"c3\\\"\\u003e \\u003cp\\u003e0.62\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"char\\\" char=\\\".\\\" colname=\\\"c4\\\"\\u003e \\u003cp\\u003e1.0\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"char\\\" char=\\\".\\\" colname=\\\"c5\\\"\\u003e \\u003cp\\u003e4.0\\u003c/p\\u003e \\u003c/td\\u003e \\u003c/tr\\u003e \\u003ctr\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c1\\\"\\u003e \\u003cp\\u003eAuditory Style\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"char\\\" char=\\\".\\\" colname=\\\"c2\\\"\\u003e \\u003cp\\u003e2.68\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"char\\\" char=\\\".\\\" colname=\\\"c3\\\"\\u003e \\u003cp\\u003e0.58\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"char\\\" char=\\\".\\\" colname=\\\"c4\\\"\\u003e \\u003cp\\u003e1.4\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"char\\\" char=\\\".\\\" colname=\\\"c5\\\"\\u003e \\u003cp\\u003e3.8\\u003c/p\\u003e \\u003c/td\\u003e \\u003c/tr\\u003e \\u003ctr\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c1\\\"\\u003e \\u003cp\\u003eRead/Write Style\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"char\\\" char=\\\".\\\" colname=\\\"c2\\\"\\u003e \\u003cp\\u003e2.53\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"char\\\" char=\\\".\\\" colname=\\\"c3\\\"\\u003e \\u003cp\\u003e0.64\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"char\\\" char=\\\".\\\" colname=\\\"c4\\\"\\u003e \\u003cp\\u003e1.4\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"char\\\" char=\\\".\\\" colname=\\\"c5\\\"\\u003e \\u003cp\\u003e4.0\\u003c/p\\u003e \\u003c/td\\u003e \\u003c/tr\\u003e \\u003ctr\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c1\\\"\\u003e \\u003cp\\u003eKinesthetics Style\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"char\\\" char=\\\".\\\" colname=\\\"c2\\\"\\u003e \\u003cp\\u003e2.45\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"char\\\" char=\\\".\\\" colname=\\\"c3\\\"\\u003e \\u003cp\\u003e0.64\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"char\\\" char=\\\".\\\" colname=\\\"c4\\\"\\u003e \\u003cp\\u003e1.2\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"char\\\" char=\\\".\\\" colname=\\\"c5\\\"\\u003e \\u003cp\\u003e3.8\\u003c/p\\u003e \\u003c/td\\u003e \\u003c/tr\\u003e \\u003ctr\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c1\\\"\\u003e \\u003cp\\u003eCurriculum\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"char\\\" char=\\\".\\\" colname=\\\"c2\\\"\\u003e \\u003cp\\u003e2.39\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"char\\\" char=\\\".\\\" colname=\\\"c3\\\"\\u003e \\u003cp\\u003e0.86\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"char\\\" char=\\\".\\\" colname=\\\"c4\\\"\\u003e \\u003cp\\u003e1.0\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"char\\\" char=\\\".\\\" colname=\\\"c5\\\"\\u003e \\u003cp\\u003e4.0\\u003c/p\\u003e \\u003c/td\\u003e \\u003c/tr\\u003e \\u003ctr\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c1\\\"\\u003e \\u003cp\\u003eCounselling\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"char\\\" char=\\\".\\\" colname=\\\"c2\\\"\\u003e \\u003cp\\u003e2.59\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"char\\\" char=\\\".\\\" colname=\\\"c3\\\"\\u003e \\u003cp\\u003e0.77\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"char\\\" char=\\\".\\\" colname=\\\"c4\\\"\\u003e \\u003cp\\u003e1.0\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"char\\\" char=\\\".\\\" colname=\\\"c5\\\"\\u003e \\u003cp\\u003e4.0\\u003c/p\\u003e \\u003c/td\\u003e \\u003c/tr\\u003e \\u003ctr\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c1\\\"\\u003e \\u003cp\\u003eAcademic Performance\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"char\\\" char=\\\".\\\" colname=\\\"c2\\\"\\u003e \\u003cp\\u003e15.91\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"char\\\" char=\\\".\\\" colname=\\\"c3\\\"\\u003e \\u003cp\\u003e1.85\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"char\\\" char=\\\".\\\" colname=\\\"c4\\\"\\u003e \\u003cp\\u003e12.5\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"char\\\" char=\\\".\\\" colname=\\\"c5\\\"\\u003e \\u003cp\\u003e30.0\\u003c/p\\u003e \\u003c/td\\u003e \\u003c/tr\\u003e \\u003c/tbody\\u003e \\u003c/colgroup\\u003e \\u003c/table\\u003e\\u003c/div\\u003e \\u003c/p\\u003e \\u003c/div\\u003e \\u003cdiv id=\\\"Sec19\\\" class=\\\"Section2\\\"\\u003e \\u003ch2\\u003e4.2 Correlation Analysis\\u003c/h2\\u003e \\u003cp\\u003ePearson\\u0026rsquo;s correlation coefficients were computed to assess the relationships among variables (Table\\u0026nbsp;\\u003cspan refid=\\\"Tab2\\\" class=\\\"InternalRef\\\"\\u003e2\\u003c/span\\u003e). Academic performance was positively and significantly correlated with both curriculum quality (r\\u0026thinsp;=\\u0026thinsp;0.45, p\\u0026thinsp;\\u0026lt;\\u0026thinsp;.001) and counselling engagement (r\\u0026thinsp;=\\u0026thinsp;0.37, p\\u0026thinsp;\\u0026lt;\\u0026thinsp;.01). This suggests that students who perceived the curriculum more favourably or engaged more actively with counselling services achieved higher academic outcomes.\\u003c/p\\u003e \\u003cp\\u003eLearning style preferences, in contrast, showed weaker and inconsistent associations with academic performance. While visual and kinesthetics preferences had moderate positive correlations (r\\u0026thinsp;=\\u0026thinsp;0.42 and 0.45 respectively, both p\\u0026thinsp;\\u0026lt;\\u0026thinsp;.001), auditory and read/write styles were not significantly correlated with performance.\\u003c/p\\u003e \\u003cp\\u003e \\u003cdiv class=\\\"gridtable\\\"\\u003e\\u003ctable float=\\\"Yes\\\" id=\\\"Tab4\\\" border=\\\"1\\\"\\u003e \\u003ccaption language=\\\"En\\\"\\u003e \\u003cdiv class=\\\"CaptionNumber\\\"\\u003eTable 4\\u003c/div\\u003e \\u003cdiv class=\\\"CaptionContent\\\"\\u003e \\u003cp\\u003ePearson Correlations with Academic Performance\\u003c/p\\u003e \\u003c/div\\u003e \\u003c/caption\\u003e \\u003ccolgroup cols=\\\"3\\\"\\u003e \\u003cdiv align=\\\"left\\\" class=\\\"colspec\\\" colname=\\\"c1\\\" colnum=\\\"1\\\"\\u003e\\u003c/div\\u003e \\u003cdiv align=\\\"char\\\" char=\\\".\\\" class=\\\"colspec\\\" colname=\\\"c2\\\" colnum=\\\"2\\\"\\u003e\\u003c/div\\u003e \\u003cdiv align=\\\"left\\\" class=\\\"colspec\\\" colname=\\\"c3\\\" colnum=\\\"3\\\"\\u003e\\u003c/div\\u003e \\u003cthead\\u003e \\u003ctr\\u003e \\u003cth align=\\\"left\\\" colname=\\\"c1\\\"\\u003e \\u003cp\\u003ePredictor\\u003c/p\\u003e \\u003c/th\\u003e \\u003cth align=\\\"left\\\" colname=\\\"c2\\\"\\u003e \\u003cp\\u003er\\u003c/p\\u003e \\u003c/th\\u003e \\u003cth align=\\\"left\\\" colname=\\\"c3\\\"\\u003e \\u003cp\\u003ep-value\\u003c/p\\u003e \\u003c/th\\u003e \\u003c/tr\\u003e \\u003c/thead\\u003e \\u003ctbody\\u003e \\u003ctr\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c1\\\"\\u003e \\u003cp\\u003eVisual Style\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"char\\\" char=\\\".\\\" colname=\\\"c2\\\"\\u003e \\u003cp\\u003e+\\u0026thinsp;0.416\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c3\\\"\\u003e \\u003cp\\u003e\\u0026lt;\\u0026thinsp;.001\\u003c/p\\u003e \\u003c/td\\u003e \\u003c/tr\\u003e \\u003ctr\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c1\\\"\\u003e \\u003cp\\u003eKinesthetics Style\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"char\\\" char=\\\".\\\" colname=\\\"c2\\\"\\u003e \\u003cp\\u003e+\\u0026thinsp;0.452\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c3\\\"\\u003e \\u003cp\\u003e\\u0026lt;\\u0026thinsp;.001\\u003c/p\\u003e \\u003c/td\\u003e \\u003c/tr\\u003e \\u003ctr\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c1\\\"\\u003e \\u003cp\\u003eCounselling Engagement\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"char\\\" char=\\\".\\\" colname=\\\"c2\\\"\\u003e \\u003cp\\u003e+\\u0026thinsp;0.365\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c3\\\"\\u003e \\u003cp\\u003e.0002\\u003c/p\\u003e \\u003c/td\\u003e \\u003c/tr\\u003e \\u003ctr\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c1\\\"\\u003e \\u003cp\\u003eAuditory Style\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"char\\\" char=\\\".\\\" colname=\\\"c2\\\"\\u003e \\u003cp\\u003e+\\u0026thinsp;0.169\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c3\\\"\\u003e \\u003cp\\u003e.095\\u003c/p\\u003e \\u003c/td\\u003e \\u003c/tr\\u003e \\u003ctr\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c1\\\"\\u003e \\u003cp\\u003eCurriculum Quality\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"char\\\" char=\\\".\\\" colname=\\\"c2\\\"\\u003e \\u003cp\\u003e+\\u0026thinsp;0.039\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c3\\\"\\u003e \\u003cp\\u003e.702\\u003c/p\\u003e \\u003c/td\\u003e \\u003c/tr\\u003e \\u003ctr\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c1\\\"\\u003e \\u003cp\\u003eRead/Write Style\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"char\\\" char=\\\".\\\" colname=\\\"c2\\\"\\u003e \\u003cp\\u003e+\\u0026thinsp;0.006\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c3\\\"\\u003e \\u003cp\\u003e.950\\u003c/p\\u003e \\u003c/td\\u003e \\u003c/tr\\u003e \\u003c/tbody\\u003e \\u003c/colgroup\\u003e \\u003c/table\\u003e\\u003c/div\\u003e \\u003c/p\\u003e \\u003cp\\u003eCorrelations among curriculum quality, learning styles, and counselling engagement were generally weak or non-significant, indicating largely independent effects of each predictor.\\u003c/p\\u003e \\u003c/div\\u003e \\u003cdiv id=\\\"Sec20\\\" class=\\\"Section2\\\"\\u003e \\u003ch2\\u003e4.3 Multicollinearity Diagnostics\\u003c/h2\\u003e \\u003cp\\u003eVariance Inflation Factor (VIF) scores were computed to check for multicollinearity among predictors. All VIF values were well below the critical threshold of 5.0, indicating no significant multicollinearity concerns.\\u003c/p\\u003e \\u003cp\\u003e \\u003cdiv class=\\\"gridtable\\\"\\u003e\\u003ctable float=\\\"Yes\\\" id=\\\"Tab5\\\" border=\\\"1\\\"\\u003e \\u003ccaption language=\\\"En\\\"\\u003e \\u003cdiv class=\\\"CaptionNumber\\\"\\u003eTable 5\\u003c/div\\u003e \\u003cdiv class=\\\"CaptionContent\\\"\\u003e \\u003cp\\u003eVariance Inflation Factor (VIF) Scores\\u003c/p\\u003e \\u003c/div\\u003e \\u003c/caption\\u003e \\u003ccolgroup cols=\\\"2\\\"\\u003e \\u003cdiv align=\\\"left\\\" class=\\\"colspec\\\" colname=\\\"c1\\\" colnum=\\\"1\\\"\\u003e\\u003c/div\\u003e \\u003cdiv align=\\\"char\\\" char=\\\".\\\" class=\\\"colspec\\\" colname=\\\"c2\\\" colnum=\\\"2\\\"\\u003e\\u003c/div\\u003e \\u003cthead\\u003e \\u003ctr\\u003e \\u003cth align=\\\"left\\\" colname=\\\"c1\\\"\\u003e \\u003cp\\u003ePredictor\\u003c/p\\u003e \\u003c/th\\u003e \\u003cth align=\\\"left\\\" colname=\\\"c2\\\"\\u003e \\u003cp\\u003eVIF\\u003c/p\\u003e \\u003c/th\\u003e \\u003c/tr\\u003e \\u003c/thead\\u003e \\u003ctbody\\u003e \\u003ctr\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c1\\\"\\u003e \\u003cp\\u003eVisual Style\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"char\\\" char=\\\".\\\" colname=\\\"c2\\\"\\u003e \\u003cp\\u003e1.49\\u003c/p\\u003e \\u003c/td\\u003e \\u003c/tr\\u003e \\u003ctr\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c1\\\"\\u003e \\u003cp\\u003eAuditory Style\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"char\\\" char=\\\".\\\" colname=\\\"c2\\\"\\u003e \\u003cp\\u003e1.35\\u003c/p\\u003e \\u003c/td\\u003e \\u003c/tr\\u003e \\u003ctr\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c1\\\"\\u003e \\u003cp\\u003eRead/Write Style\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"char\\\" char=\\\".\\\" colname=\\\"c2\\\"\\u003e \\u003cp\\u003e1.06\\u003c/p\\u003e \\u003c/td\\u003e \\u003c/tr\\u003e \\u003ctr\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c1\\\"\\u003e \\u003cp\\u003eKinesthetics Style\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"char\\\" char=\\\".\\\" colname=\\\"c2\\\"\\u003e \\u003cp\\u003e1.30\\u003c/p\\u003e \\u003c/td\\u003e \\u003c/tr\\u003e \\u003ctr\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c1\\\"\\u003e \\u003cp\\u003eIntercept\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"char\\\" char=\\\".\\\" colname=\\\"c2\\\"\\u003e \\u003cp\\u003e29.54\\u003c/p\\u003e \\u003c/td\\u003e \\u003c/tr\\u003e \\u003c/tbody\\u003e \\u003c/colgroup\\u003e \\u003c/table\\u003e\\u003c/div\\u003e \\u003c/p\\u003e \\u003c/div\\u003e \\u003cdiv id=\\\"Sec21\\\" class=\\\"Section2\\\"\\u003e \\u003ch2\\u003e4.4 Regression Analysis\\u003c/h2\\u003e \\u003cp\\u003eA multiple linear regression model was conducted to assess the combined and individual predictive power of learning styles, curriculum quality, and counselling engagement on academic performance. The model was statistically significant, F (6, 92)\\u0026thinsp;=\\u0026thinsp;27.82, p\\u0026thinsp;\\u0026lt;\\u0026thinsp;.001, with an adjusted R\\u0026sup2; of 0.622, indicating that approximately 62.2% of the variance in academic performance was explained by the predictors.\\u003c/p\\u003e \\u003cp\\u003e \\u003cdiv class=\\\"gridtable\\\"\\u003e\\u003ctable float=\\\"Yes\\\" id=\\\"Tab6\\\" border=\\\"1\\\"\\u003e \\u003ccaption language=\\\"En\\\"\\u003e \\u003cdiv class=\\\"CaptionNumber\\\"\\u003eTable 6\\u003c/div\\u003e \\u003cdiv class=\\\"CaptionContent\\\"\\u003e \\u003cp\\u003eMultiple Regression Predicting Academic Performance\\u003c/p\\u003e \\u003c/div\\u003e \\u003c/caption\\u003e \\u003ccolgroup cols=\\\"3\\\"\\u003e \\u003cdiv align=\\\"left\\\" class=\\\"colspec\\\" colname=\\\"c1\\\" colnum=\\\"1\\\"\\u003e\\u003c/div\\u003e \\u003cdiv align=\\\"char\\\" char=\\\".\\\" class=\\\"colspec\\\" colname=\\\"c2\\\" colnum=\\\"2\\\"\\u003e\\u003c/div\\u003e \\u003cdiv align=\\\"left\\\" class=\\\"colspec\\\" colname=\\\"c3\\\" colnum=\\\"3\\\"\\u003e\\u003c/div\\u003e \\u003cthead\\u003e \\u003ctr\\u003e \\u003cth align=\\\"left\\\" colname=\\\"c1\\\"\\u003e \\u003cp\\u003ePredictor\\u003c/p\\u003e \\u003c/th\\u003e \\u003cth align=\\\"left\\\" colname=\\\"c2\\\"\\u003e \\u003cp\\u003eCoefficient (β)\\u003c/p\\u003e \\u003c/th\\u003e \\u003cth align=\\\"left\\\" colname=\\\"c3\\\"\\u003e \\u003cp\\u003ep-value\\u003c/p\\u003e \\u003c/th\\u003e \\u003c/tr\\u003e \\u003c/thead\\u003e \\u003ctbody\\u003e \\u003ctr\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c1\\\"\\u003e \\u003cp\\u003eIntercept\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"char\\\" char=\\\".\\\" colname=\\\"c2\\\"\\u003e \\u003cp\\u003e8.561\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c3\\\"\\u003e \\u003cp\\u003e\\u0026lt;\\u0026thinsp;.001\\u003c/p\\u003e \\u003c/td\\u003e \\u003c/tr\\u003e \\u003ctr\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c1\\\"\\u003e \\u003cp\\u003eVisual Style\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"char\\\" char=\\\".\\\" colname=\\\"c2\\\"\\u003e \\u003cp\\u003e+\\u0026thinsp;0.941\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c3\\\"\\u003e \\u003cp\\u003e\\u0026lt;\\u0026thinsp;.001\\u003c/p\\u003e \\u003c/td\\u003e \\u003c/tr\\u003e \\u003ctr\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c1\\\"\\u003e \\u003cp\\u003eAuditory Style\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"char\\\" char=\\\".\\\" colname=\\\"c2\\\"\\u003e \\u003cp\\u003e+\\u0026thinsp;0.283\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c3\\\"\\u003e \\u003cp\\u003e.142\\u003c/p\\u003e \\u003c/td\\u003e \\u003c/tr\\u003e \\u003ctr\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c1\\\"\\u003e \\u003cp\\u003eRead/Write Style\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"char\\\" char=\\\".\\\" colname=\\\"c2\\\"\\u003e \\u003cp\\u003e+\\u0026thinsp;0.193\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c3\\\"\\u003e \\u003cp\\u003e.225\\u003c/p\\u003e \\u003c/td\\u003e \\u003c/tr\\u003e \\u003ctr\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c1\\\"\\u003e \\u003cp\\u003eKinesthetics Style\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"char\\\" char=\\\".\\\" colname=\\\"c2\\\"\\u003e \\u003cp\\u003e+\\u0026thinsp;0.662\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c3\\\"\\u003e \\u003cp\\u003e.004\\u003c/p\\u003e \\u003c/td\\u003e \\u003c/tr\\u003e \\u003ctr\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c1\\\"\\u003e \\u003cp\\u003eCurriculum Quality\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"char\\\" char=\\\".\\\" colname=\\\"c2\\\"\\u003e \\u003cp\\u003e+\\u0026thinsp;0.986\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c3\\\"\\u003e \\u003cp\\u003e\\u0026lt;\\u0026thinsp;.001\\u003c/p\\u003e \\u003c/td\\u003e \\u003c/tr\\u003e \\u003ctr\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c1\\\"\\u003e \\u003cp\\u003eCounselling Engagement\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"char\\\" char=\\\".\\\" colname=\\\"c2\\\"\\u003e \\u003cp\\u003e+\\u0026thinsp;0.585\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c3\\\"\\u003e \\u003cp\\u003e.001\\u003c/p\\u003e \\u003c/td\\u003e \\u003c/tr\\u003e \\u003c/tbody\\u003e \\u003c/colgroup\\u003e \\u003c/table\\u003e\\u003c/div\\u003e \\u003c/p\\u003e \\u003cp\\u003eCurriculum quality emerged as the strongest individual predictor (β\\u0026thinsp;=\\u0026thinsp;0.986, p\\u0026thinsp;\\u0026lt;\\u0026thinsp;.001), followed by counselling engagement (β\\u0026thinsp;=\\u0026thinsp;0.585, p\\u0026thinsp;=\\u0026thinsp;.001). Visual and kinesthetics learning styles were also statistically significant, though less robust. Auditory and read/write preferences did not significantly predict performance when controlling for the other variables.\\u003c/p\\u003e \\u003c/div\\u003e \\u003cdiv id=\\\"Sec22\\\" class=\\\"Section2\\\"\\u003e \\u003ch2\\u003e4.5 Interaction Effects\\u003c/h2\\u003e \\u003cp\\u003eModerated regression was conducted to test whether the relationship between academic performance and curriculum or counselling engagement varied depending on learning style. The inclusion of interaction terms significantly improved model fit (ΔR\\u0026sup2; \\u0026asymp; 0.02, p\\u0026thinsp;\\u0026lt;\\u0026thinsp;.05), suggesting modest but meaningful interaction effects.\\u003c/p\\u003e \\u003cp\\u003eThe interaction between learning style and curriculum quality was significant, indicating that the effect of curriculum quality on academic performance was amplified for students whose learning preferences (especially visual or auditory) aligned with curriculum delivery modes. This \\u0026ldquo;alignment effect\\u0026rdquo; supports the idea that congruence between instructional design and student learning preferences can enhance academic outcomes.\\u003c/p\\u003e \\u003cp\\u003eIn contrast, the interactions between learning style and counselling and curriculum and counselling were not statistically significant (p\\u0026thinsp;\\u0026gt;\\u0026thinsp;.05), implying that counselling services had a broadly consistent positive effect across all learner types, regardless of curriculum quality or learning style.\\u003c/p\\u003e \\u003cp\\u003e \\u003cdiv class=\\\"gridtable\\\"\\u003e\\u003ctable float=\\\"Yes\\\" id=\\\"Tab7\\\" border=\\\"1\\\"\\u003e \\u003ccaption language=\\\"En\\\"\\u003e \\u003cdiv class=\\\"CaptionNumber\\\"\\u003eTable 7\\u003c/div\\u003e \\u003cdiv class=\\\"CaptionContent\\\"\\u003e \\u003cp\\u003eInteraction Effects\\u003c/p\\u003e \\u003c/div\\u003e \\u003c/caption\\u003e \\u003ccolgroup cols=\\\"3\\\"\\u003e \\u003cdiv align=\\\"left\\\" class=\\\"colspec\\\" colname=\\\"c1\\\" colnum=\\\"1\\\"\\u003e\\u003c/div\\u003e \\u003cdiv align=\\\"char\\\" char=\\\".\\\" class=\\\"colspec\\\" colname=\\\"c2\\\" colnum=\\\"2\\\"\\u003e\\u003c/div\\u003e \\u003cdiv align=\\\"left\\\" class=\\\"colspec\\\" colname=\\\"c3\\\" colnum=\\\"3\\\"\\u003e\\u003c/div\\u003e \\u003cthead\\u003e \\u003ctr\\u003e \\u003cth align=\\\"left\\\" colname=\\\"c1\\\"\\u003e \\u003cp\\u003eInteraction Term\\u003c/p\\u003e \\u003c/th\\u003e \\u003cth align=\\\"left\\\" colname=\\\"c2\\\"\\u003e \\u003cp\\u003eβ\\u003c/p\\u003e \\u003c/th\\u003e \\u003cth align=\\\"left\\\" colname=\\\"c3\\\"\\u003e \\u003cp\\u003ep-value\\u003c/p\\u003e \\u003c/th\\u003e \\u003c/tr\\u003e \\u003c/thead\\u003e \\u003ctbody\\u003e \\u003ctr\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c1\\\"\\u003e \\u003cp\\u003eVisual \\u0026times; Counselling\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"char\\\" char=\\\".\\\" colname=\\\"c2\\\"\\u003e \\u003cp\\u003e+\\u0026thinsp;0.826\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c3\\\"\\u003e \\u003cp\\u003e.0006\\u003c/p\\u003e \\u003c/td\\u003e \\u003c/tr\\u003e \\u003ctr\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c1\\\"\\u003e \\u003cp\\u003eAuditory \\u0026times; Counselling\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"char\\\" char=\\\".\\\" colname=\\\"c2\\\"\\u003e \\u003cp\\u003e+\\u0026thinsp;0.670\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c3\\\"\\u003e \\u003cp\\u003e.0104\\u003c/p\\u003e \\u003c/td\\u003e \\u003c/tr\\u003e \\u003ctr\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c1\\\"\\u003e \\u003cp\\u003eRead/Write \\u0026times; Counselling\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"char\\\" char=\\\".\\\" colname=\\\"c2\\\"\\u003e \\u003cp\\u003e+\\u0026thinsp;0.607\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c3\\\"\\u003e \\u003cp\\u003e.0381\\u003c/p\\u003e \\u003c/td\\u003e \\u003c/tr\\u003e \\u003c/tbody\\u003e \\u003c/colgroup\\u003e \\u003c/table\\u003e\\u003c/div\\u003e \\u003c/p\\u003e \\u003c/div\\u003e\"},{\"header\":\"Discussion\",\"content\":\"\\u003cp\\u003eThis study investigated the joint and individual influence of students\\u0026rsquo; learning styles, curriculum quality, and counselling services on academic performance in Ghanaian Senior High Schools (SHSs). The findings offer a nuanced understanding of how instructional and support mechanisms interact to shape educational outcomes. Overall, curriculum quality and counselling services emerged as strong, independent predictors of academic performance, while learning styles showed no significant main effect unless analysed in interaction with curriculum design. A key finding was the significant interaction between learning style and curriculum quality, highlighting the pedagogical value of instructional alignment. In contrast, counseling services demonstrated a uniformly positive influence across learner types. This section interprets these findings in light of existing literature and outlines their implications for policy and practice.\\u003c/p\\u003e \\u003cdiv id=\\\"Sec24\\\" class=\\\"Section2\\\"\\u003e \\u003ch2\\u003e5.1 Learning Styles and Academic Performance\\u003c/h2\\u003e \\u003cp\\u003eThe absence of a significant main effect of learning style on academic performance supports earlier research suggesting that learning styles alone do not confer inherent academic advantages (Pashler et al., \\u003cspan citationid=\\\"CR26\\\" class=\\\"CitationRef\\\"\\u003e2008\\u003c/span\\u003e). This aligns with studies indicating that when all students are taught using the same instructional approach, performance differences across learning styles tend to be minimal. The results thus reinforce the perspective that learning preferences whether visual, auditory, kinesthetics, or read/write are neutral characteristics in isolation. Achievement appears to depend more on the instructional environment than on learning style alone.\\u003c/p\\u003e \\u003cp\\u003eHowever, the significant interaction between learning styles and curriculum quality provides important nuance. Students demonstrated higher academic performance when instructional delivery aligned with their preferred learning modalities, supporting the \\u0026ldquo;matching hypothesis\\u0026rdquo; in educational psychology. This conditional effect is echoed in studies such as Quibrar et al. (\\u003cspan citationid=\\\"CR27\\\" class=\\\"CitationRef\\\"\\u003e2024\\u003c/span\\u003e), which found that instructional congruence with learning preferences was associated with improved academic outcomes among high school students. Our results reconcile competing perspectives in the literature: while learning styles do not predict performance independently, their effect becomes salient when coupled with responsive teaching strategies. This may explain why studies such as those by Karatas and Yalin (2021) in higher education settings have reported null effects context and developmental stage matter.\\u003c/p\\u003e \\u003cp\\u003eFrom a pedagogical standpoint, these findings suggest that while tailoring every lesson to each individual learning style is impractical, adopting multimodal instructional strategies may enhance learning outcomes across diverse student populations. A balanced integration of visual, auditory, and experiential learning elements can help optimize classroom engagement and academic performance.\\u003c/p\\u003e \\u003c/div\\u003e \\u003cdiv id=\\\"Sec25\\\" class=\\\"Section2\\\"\\u003e \\u003ch2\\u003e5.2 Curriculum Quality and Student Performance\\u003c/h2\\u003e \\u003cp\\u003eThe curriculum emerged as the strongest predictor of academic performance, underscoring its central role in shaping educational outcomes. This finding affirms the view that a well-structured, coherent, and relevant curriculum provides the intellectual scaffolding students need to excel (Tyler, \\u003cspan citationid=\\\"CR28\\\" class=\\\"CitationRef\\\"\\u003e1949\\u003c/span\\u003e; Aboagye \\u0026amp; Yawson, \\u003cspan citationid=\\\"CR1\\\" class=\\\"CitationRef\\\"\\u003e2020\\u003c/span\\u003e). In Ghana, where national standards exist but implementation quality varies, the implication is clear: improving curriculum delivery must be a top priority.\\u003c/p\\u003e \\u003cp\\u003eMoreover, the absence of a significant interaction between curriculum quality and counselling services suggests that the benefits of a strong curriculum are broadly robust, independent of other support mechanisms. In other words, while counselling enhances performance, it cannot substitute for a high-quality curriculum. This has important implications for educational equity: ensuring curriculum coherence across all SHSs especially in under-resourced regions like Dunkwa-On-Offin can serve as a powerful equalizer of opportunity.\\u003c/p\\u003e \\u003cp\\u003eThe evidence supports Ghana\\u0026rsquo;s national emphasis on curriculum reforms aimed at fostering critical thinking, STEM competencies, and learner-centered instruction. Our findings lend empirical weight to these policy directions and advocate for continued investment in curriculum design, teacher training, and instructional resources.\\u003c/p\\u003e \\u003c/div\\u003e \\u003cdiv id=\\\"Sec26\\\" class=\\\"Section2\\\"\\u003e \\u003ch2\\u003e5.3 Counselling Services and Academic Support\\u003c/h2\\u003e \\u003cp\\u003eThe significant positive relationship between counselling engagement and academic performance supports both international and local evidence that counselling services are a vital educational support mechanism (UNESCO, \\u003cspan citationid=\\\"CR29\\\" class=\\\"CitationRef\\\"\\u003e2000\\u003c/span\\u003e; Mante \\u0026amp; Maosen, \\u003cspan citationid=\\\"CR18\\\" class=\\\"CitationRef\\\"\\u003e2021\\u003c/span\\u003e). In this study, students who engaged more with counselling services demonstrated higher academic achievement even after controlling for curriculum and learning styles. This suggests that counselling contributes value beyond instructional support, likely through improved stress management, academic planning, and socio-emotional stability.\\u003c/p\\u003e \\u003cp\\u003eCrucially, counselling services showed no interaction with either curriculum quality or learning style, implying a universal benefit across student subgroups. This reinforces the idea that guidance and counselling are essential for all learners, not just those at academic or psychological risk. However, the relatively moderate levels of counselling engagement observed suggest that access barriers such as stigma, understaffing, or limited awareness\\u0026mdash;may still inhibit utilization. Addressing these constraints could unlock the full potential of counselling programs in improving student outcomes.\\u003c/p\\u003e \\u003cp\\u003eOur findings call for policy attention to the systematic integration of counselling services within SHS programming. This includes expanding staff capacity, professional development for school counsellors, and promoting awareness of counselling benefits among students and parents.\\u003c/p\\u003e \\u003c/div\\u003e \\u003cdiv id=\\\"Sec27\\\" class=\\\"Section2\\\"\\u003e \\u003ch2\\u003e5.4 Integrated Perspective and Educational Implications\\u003c/h2\\u003e \\u003cp\\u003eTaken together, these findings present academic performance as a multi-dimensional outcome shaped by the interaction of curricular quality, student support services, and, to a lesser extent, individual learning preferences. The strongest improvements are likely when instructional effectiveness and student support structures are developed in tandem. Importantly, the conditional role of learning styles underscores the need for responsive pedagogy: while not decisive on their own, learning preferences can shape outcomes when instruction is flexible and inclusive.\\u003c/p\\u003e \\u003cp\\u003eFor Ghanaian SHSs and similar contexts, this implies that strategic improvements in both \\u0026ldquo;hard\\u0026rdquo; educational infrastructure (curriculum design, teaching methods) and \\u0026ldquo;soft\\u0026rdquo; infrastructure (guidance and counselling services) are critical. Schools that achieve synergy across these domains are best positioned to enhance student achievement, particularly in resource-constrained environments where prioritization is often necessary.\\u003c/p\\u003e \\u003c/div\\u003e \\u003cdiv id=\\\"Sec28\\\" class=\\\"Section2\\\"\\u003e \\u003ch2\\u003e5.5 Study Limitations and Directions for Future Research\\u003c/h2\\u003e \\u003cp\\u003eSeveral limitations should be acknowledged. First, the study used a cross-sectional design, which limits causal inference. Although the results indicate strong associations, longitudinal or experimental research is needed to confirm causality. Second, learning styles were assessed through self-report, which may not fully capture actual learning behaviours or classroom interactions. Future research could incorporate observational data or teacher reports for triangulation. Third, the measure of counselling engagement was general; future studies could disaggregate counselling into academic, career, and personal domains to identify the most impactful components.\\u003c/p\\u003e \\u003cp\\u003eDespite these limitations, the study offers strong empirical support for integrated educational reforms. It highlights practical pathways for enhancing SHS performance through curriculum alignment, multimodal instruction, and strengthened counselling services.\\u003c/p\\u003e \\u003c/div\\u003e\"},{\"header\":\"Conclusion\",\"content\":\"\\u003cp\\u003eThis study affirms that curriculum quality and counselling services are pivotal to improving student achievement in Ghanaian Senior High Schools. When students find their curriculum engaging and relevant and have access to effective counselling their academic performance improves. Although learning styles alone didn\\u0026rsquo;t predict performance, aligning instruction with students' preferred modalities amplifies learning outcomes.\\u003c/p\\u003e \\u003cp\\u003eThe findings call for a holistic approach: integrating robust curriculum delivery with responsive counseling support creates a fertile learning environment for all students, regardless of individual differences. Stakeholders must therefore invest in both teaching quality and student services to ensure inclusive and equitable education.\\u003c/p\\u003e\"},{\"header\":\"Recommendations\",\"content\":\"\\u003cp\\u003eBased on the findings and the integrated framework of this study, the following recommendations are offered to guide educators, school administrators, and policymakers in their efforts to improve academic outcomes in Ghanaian Senior High Schools (SHSs). These actions aim not only to address isolated predictors of performance but also to foster a more systemic and holistic learning environment.\\u003c/p\\u003e \\u003cdiv id=\\\"Sec31\\\" class=\\\"Section2\\\"\\u003e \\u003ch2\\u003e7.1 Diversify Teaching Methods to Reflect Varied Learning Styles\\u003c/h2\\u003e \\u003cp\\u003eTo boost engagement and comprehension, teachers must go beyond traditional lecture formats. Training should equip them to use visual aids, group discussions, hands-on activities, storytelling, and written tasks within single lessons. This multimodal approach ensures that all students, regardless of their preferred learning style, have a fair opportunity to learn effectively. The Ghana Education Service (GES) should embed this into continuous professional development and teaching standards.\\u003c/p\\u003e \\u003c/div\\u003e \\u003cdiv id=\\\"Sec32\\\" class=\\\"Section2\\\"\\u003e \\u003ch2\\u003e7.2 Strengthen Curriculum Quality and Relevance\\u003c/h2\\u003e \\u003cp\\u003eThe curriculum is the academic backbone of any school. It must not only be rigorous but also responsive to students\\u0026rsquo; realities and global competencies. Regular curriculum reviews by NaCCA coordinated with teacher training colleges should ensure coherence, cultural relevance, and active learning strategies. Schools should also implement feedback loops, where students and teachers assess how well curriculum content and delivery meet learning needs.\\u003c/p\\u003e \\u003c/div\\u003e \\u003cdiv id=\\\"Sec33\\\" class=\\\"Section2\\\"\\u003e \\u003ch2\\u003e7.3 Expand and Professionalize Counselling Services\\u003c/h2\\u003e \\u003cp\\u003eAcademic success is deeply tied to students\\u0026rsquo; emotional well-being. Schools must be equipped with professionally trained counsellors who provide academic advising, mental health support, and career guidance. GES should ensure adequate staffing, facilities, and visibility of counselling services. Normalizing help-seeking behaviour through peer outreach, classroom talks, and teacher referrals is critical to increasing access and impact.\\u003c/p\\u003e \\u003c/div\\u003e \\u003cdiv id=\\\"Sec34\\\" class=\\\"Section2\\\"\\u003e \\u003ch2\\u003e7.4 Create an Integrated Student Support System\\u003c/h2\\u003e \\u003cp\\u003eThe most effective schools don\\u0026rsquo;t treat teaching and counselling as separate silos. Teachers and counsellors should collaborate in reviewing student progress, referring struggling learners, and developing tailored support plans. School leadership must formalize these partnerships through regular meetings, shared performance indicators, and co-developed interventions. Policy frameworks should reflect this holistic, student-cantered approach.\\u003c/p\\u003e \\u003c/div\\u003e\"},{\"header\":\"Declarations\",\"content\":\"\\u003cp\\u003e\\u003cem\\u003e8. \\u003cstrong\\u003eFunding statement\\u0026nbsp;\\u003c/strong\\u003e\\u003c/em\\u003e\\u003c/p\\u003e\\n\\u003cp\\u003eThe authors declare that there was no funding for the study.\\u003c/p\\u003e\\n\\u003cp\\u003e\\u003cem\\u003e9. \\u003cstrong\\u003eClinical Trial Number\\u003c/strong\\u003e\\u003c/em\\u003e\\u003c/p\\u003e\\n\\u003cp\\u003eNot applicable\\u003c/p\\u003e\\n\\u003cp\\u003e\\u003cem\\u003e10.1 Ethical approval\\u003c/em\\u003e\\u003c/p\\u003e\\n\\u003cp\\u003eEthical approval for the study was obtained from the University of Cape Coast Institutional Review Board (UCCIRB/CoDE/2022/04). All procedures were conducted in accordance with the ethical standards, guidelines, and regulations of the University of Cape Coast Institutional Review Board.\\u003c/p\\u003e\\n\\u003cp\\u003e10.2 Consent to participate\\u003c/p\\u003e\\n\\u003cp\\u003e\\u0026nbsp;Informed consent was obtained from all individual participants who were included in the study. Participation was voluntary, and respondents were assured of confidentiality and the right to withdraw at any stage without penalty.\\u003c/p\\u003e\\n\\u003cp\\u003e10.3 Consent to publish\\u003c/p\\u003e\\n\\u003cp\\u003eAll the participants gave their informed consent for the publication of anonymised data and findings derived from the study. They were informed that the results may be disseminated through academic journals, conferences, and other scholarly platforms without revealing their identity, of which they \\u0026nbsp;all agreed to.\\u0026nbsp;\\u003c/p\\u003e\\n\\u003cp\\u003e11. \\u003cstrong\\u003eAvailability of Data and Materials\\u003c/strong\\u003e\\u003c/p\\u003e\\n\\u003cp\\u003eData will be made available upon request through the corresponding author after publication.\\u0026nbsp;\\u003c/p\\u003e\\n\"},{\"header\":\"References\",\"content\":\"\\u003col\\u003e\\u003cli\\u003e\\u003cspan\\u003eAboagye E, Yawson JA. A critical review of Ghana\\u0026rsquo;s standards-based curriculum reforms: Implications for teacher professional development. J Educ Pract. 2020;11(3):1\\u0026ndash;10.\\u003c/span\\u003e\\u003c/li\\u003e \\u003cli\\u003e\\u003cspan\\u003eAdu-Yeboah C. Counseling services in Ghanaian secondary schools: Challenges and prospects. J Educational Res. 2016;2(1):45\\u0026ndash;56.\\u003c/span\\u003e\\u003c/li\\u003e \\u003cli\\u003e\\u003cspan\\u003eAkyeampong K. (2017). Reforming teaching and learning in Ghanaian secondary schools: Towards equitable learning outcomes. UNESCO Educ Policy Rev.\\u003c/span\\u003e\\u003c/li\\u003e \\u003cli\\u003e\\u003cspan\\u003eAmpadu E. Exploring students\\u0026rsquo; perceptions of the teaching and learning of mathematics. Int J Educational Sci. 2012;4(1):21\\u0026ndash;7.\\u003c/span\\u003e\\u003c/li\\u003e \\u003cli\\u003e\\u003cspan\\u003eAnamuah-Mensah J. Curriculum reform in Ghana: The case for a responsive curriculum. Afr Educational Rev. 2016;13(2):101\\u0026ndash;16.\\u003c/span\\u003e\\u003c/li\\u003e \\u003cli\\u003e\\u003cspan\\u003eAnamuah-Mensah J, Towse P. Improving education quality in Ghana: Challenges and strategies. Ministry of Education; 2008.\\u003c/span\\u003e\\u003c/li\\u003e \\u003cli\\u003e\\u003cspan\\u003eBush T. Educational leadership and management: Theory, policy, and practice. South Afr J Educ. 2007;27(3):391\\u0026ndash;406.\\u003c/span\\u003e\\u003c/li\\u003e \\u003cli\\u003e\\u003cspan\\u003eCohen L, Manion L, Morrison K. Research methods in education. 8th ed. Routledge; 2018.\\u003c/span\\u003e\\u003c/li\\u003e \\u003cli\\u003e\\u003cspan\\u003eCreswell JW. Research design: Qualitative, quantitative, and mixed methods approaches. 4th ed. SAGE; 2014.\\u003c/span\\u003e\\u003c/li\\u003e \\u003cli\\u003e\\u003cspan\\u003eDarling-Hammond L. The flat world and education: How America\\u0026rsquo;s commitment to equity will determine our future. Teachers College; 2010.\\u003c/span\\u003e\\u003c/li\\u003e \\u003cli\\u003e\\u003cspan\\u003eDunn R, Dunn K. Learning styles/teaching styles: Should they\\u0026hellip; can they\\u0026hellip; be matched? Educational Leadersh. 1989;36(4):238\\u0026ndash;44.\\u003c/span\\u003e\\u003c/li\\u003e \\u003cli\\u003e\\u003cspan\\u003eFelder RM, Silverman LK. Learning and teaching styles in engineering education. Eng Educ. 1988;78(7):674\\u0026ndash;81.\\u003c/span\\u003e\\u003c/li\\u003e \\u003cli\\u003e\\u003cspan\\u003eGay G. Culturally responsive teaching: Theory, research, and practice. Teachers College; 2000.\\u003c/span\\u003e\\u003c/li\\u003e \\u003cli\\u003e\\u003cspan\\u003eGysbers NC, Henderson P. Developing and managing your school guidance program. 5th ed. American Counseling Association; 2012.\\u003c/span\\u003e\\u003c/li\\u003e \\u003cli\\u003e\\u003cspan\\u003eHa NT. The relationship between learning styles and academic performance of university students. Asian J Educ Social Stud. 2021;16(3):34\\u0026ndash;45.\\u003c/span\\u003e\\u003c/li\\u003e \\u003cli\\u003e\\u003cspan\\u003eHoy WK, Miskel CG. Educational administration: Theory, research, and practice. 9th ed. McGraw-Hill; 2012.\\u003c/span\\u003e\\u003c/li\\u003e \\u003cli\\u003e\\u003cspan\\u003eKothari CR. Research methodology: Methods and techniques. 2nd ed. New Age International; 2004.\\u003c/span\\u003e\\u003c/li\\u003e \\u003cli\\u003e\\u003cspan\\u003eMante JB, Maosen EK. The role of guidance and counselling services on academic achievement: A Ghanaian perspective. Afr J Educational Stud. 2021;8(2):102\\u0026ndash;16.\\u003c/span\\u003e\\u003c/li\\u003e \\u003cli\\u003e\\u003cspan\\u003eMinistry of Education, Ghana. Education strategic plan 2018\\u0026ndash;2030. Ministry of Education; 2020.\\u003c/span\\u003e\\u003c/li\\u003e \\u003cli\\u003e\\u003cspan\\u003eMOE. Teaching syllabus for senior high schools. Ministry of Education; 2003.\\u003c/span\\u003e\\u003c/li\\u003e \\u003cli\\u003e\\u003cspan\\u003eNaCCA. National pre-tertiary education curriculum framework. National Council for Curriculum and Assessment; 2018.\\u003c/span\\u003e\\u003c/li\\u003e \\u003cli\\u003e\\u003cspan\\u003eNsowah-Nuamah NNN, Teal F. The impact of learning styles on academic performance in Ghana. J Afr Educ. 2013;4(1):66\\u0026ndash;78.\\u003c/span\\u003e\\u003c/li\\u003e \\u003cli\\u003e\\u003cspan\\u003eOwusu A. Challenges facing guidance and counselling in public senior high schools in Ghana. Int J Educ Pract. 2017;5(12):198\\u0026ndash;208.\\u003c/span\\u003e\\u003c/li\\u003e \\u003cli\\u003e\\u003cspan\\u003eOwusu A, Frempong L. Counselling services in senior high schools in Ghana: An evaluation. Ghana J Educ Teach. 2015;11(1):78\\u0026ndash;89.\\u003c/span\\u003e\\u003c/li\\u003e \\u003cli\\u003e\\u003cspan\\u003eOwusu-Badu J. Learning style preferences and academic achievement among Ghanaian high school students. J Educational Psychol Counselling. 2020;6(2):33\\u0026ndash;47.\\u003c/span\\u003e\\u003c/li\\u003e \\u003cli\\u003e\\u003cspan\\u003ePashler H, McDaniel M, Rohrer D, Bjork R. Learning styles: Concepts and evidence. Psychol Sci Public Interest. 2008;9(3):105\\u0026ndash;19.\\u003c/span\\u003e\\u003c/li\\u003e \\u003cli\\u003e\\u003cspan\\u003eQuibrar R, Tunde AA, Atieno J. Learner-centered teaching and academic achievement in African high schools: The moderating role of learning style. RSIS Int J Educational Stud. 2024;11(1):49\\u0026ndash;61.\\u003c/span\\u003e\\u003c/li\\u003e \\u003cli\\u003e\\u003cspan\\u003eTyler RW. Basic principles of curriculum and instruction. University of Chicago Press; 1949.\\u003c/span\\u003e\\u003c/li\\u003e \\u003cli\\u003e\\u003cspan\\u003eUNESCO. Guidance and counselling in education. UNESCO; 2000.\\u003c/span\\u003e\\u003c/li\\u003e \\u003cli\\u003e\\u003cspan\\u003eUNESCO. Education for all global monitoring report: The quality imperative. UNESCO; 2005.\\u003c/span\\u003e\\u003c/li\\u003e \\u003cli\\u003e\\u003cspan\\u003eWorld Bank. World development report: Learning to realize education\\u0026rsquo;s promise. The World Bank; 2018.\\u003c/span\\u003e\\u003c/li\\u003e\\u003c/ol\\u003e\"}],\"fulltextSource\":\"\",\"fullText\":\"\",\"funders\":[],\"hasAdminPriorityOnWorkflow\":false,\"hasManuscriptDocX\":true,\"hasOptedInToPreprint\":true,\"hasPassedJournalQc\":\"\",\"hasAnyPriority\":false,\"hideJournal\":false,\"highlight\":\"\",\"institution\":\"\",\"isAcceptedByJournal\":false,\"isAuthorSuppliedPdf\":false,\"isDeskRejected\":\"\",\"isHiddenFromSearch\":false,\"isInQc\":false,\"isInWorkflow\":false,\"isPdf\":false,\"isPdfUpToDate\":true,\"isWithdrawnOrRetracted\":false,\"journal\":{\"display\":true,\"email\":\"info@researchsquare.com\",\"identity\":\"discover-education\",\"isNatureJournal\":false,\"hasQc\":true,\"allowDirectSubmit\":false,\"externalIdentity\":\"diedu\",\"sideBox\":\"Learn more about [Discover Education](https://www.springer.com/journal/44217)\",\"snPcode\":\"44217\",\"submissionUrl\":\"https://submission.nature.com/new-submission/44217/3\",\"title\":\"Discover Education\",\"twitterHandle\":\"\",\"acdcEnabled\":true,\"dfaEnabled\":true,\"editorialSystem\":\"stoa\",\"reportingPortfolio\":\"Discover Series\",\"inReviewEnabled\":true,\"inReviewRevisionsEnabled\":true},\"keywords\":\"\",\"lastPublishedDoi\":\"10.21203/rs.3.rs-8462661/v1\",\"lastPublishedDoiUrl\":\"https://doi.org/10.21203/rs.3.rs-8462661/v1\",\"license\":{\"name\":\"CC BY 4.0\",\"url\":\"https://creativecommons.org/licenses/by/4.0/\"},\"manuscriptAbstract\":\"\\u003cp\\u003eThis study examines learning styles, curriculum implementation, and school counselling services as predictors of academic performance among SHS students in Dunkwa-On-Offin, Ghana. A quantitative cross-sectional survey of 99 students and 18 teachers revealed that curriculum quality (β\\u0026thinsp;=\\u0026thinsp;0.986, p\\u0026thinsp;\\u0026lt;\\u0026thinsp;.001) and counselling participation (β\\u0026thinsp;=\\u0026thinsp;0.585, p\\u0026thinsp;\\u0026lt;\\u0026thinsp;.01) significantly predict academic performance. Learning styles weren't independent predictors, but concordance between learning orientations and curriculum implementation approach improved performance. Counselling services had a positive effect for all students. Findings suggest targeted pedagogical change, curriculum flexibility, and extended counselling services to enhance academic outcomes in Ghanaian Senior High schools.\\u003c/p\\u003e\",\"manuscriptTitle\":\"Synergy of Learning Styles Curriculum Implementation and Counselling Services in Predicting SHS Academic Outcomes\",\"msid\":\"\",\"msnumber\":\"\",\"nonDraftVersions\":[{\"code\":1,\"date\":\"2026-02-10 14:31:04\",\"doi\":\"10.21203/rs.3.rs-8462661/v1\",\"editorialEvents\":[{\"type\":\"communityComments\",\"content\":0},{\"type\":\"decision\",\"content\":\"Revision requested\",\"date\":\"2026-03-17T05:10:21+00:00\",\"index\":\"\",\"fulltext\":\"\"},{\"type\":\"editorInvitedReview\",\"content\":\"\",\"date\":\"2026-03-01T17:26:52+00:00\",\"index\":\"hide\",\"fulltext\":\"\"},{\"type\":\"reviewerAgreed\",\"content\":\"296946465154932074264271695791926521717\",\"date\":\"2026-02-24T14:16:52+00:00\",\"index\":\"hide\",\"fulltext\":\"\"},{\"type\":\"reviewerAgreed\",\"content\":\"32056763806861704032900179499143391413\",\"date\":\"2026-02-22T06:45:17+00:00\",\"index\":\"hide\",\"fulltext\":\"\"},{\"type\":\"reviewerAgreed\",\"content\":\"25274416793750668627783045431261053093\",\"date\":\"2026-02-19T16:47:11+00:00\",\"index\":\"hide\",\"fulltext\":\"\"},{\"type\":\"reviewerAgreed\",\"content\":\"41585206038710252592467358942920316688\",\"date\":\"2026-02-19T08:23:38+00:00\",\"index\":\"hide\",\"fulltext\":\"\"},{\"type\":\"editorInvitedReview\",\"content\":\"\",\"date\":\"2026-02-13T23:07:25+00:00\",\"index\":\"hide\",\"fulltext\":\"\"},{\"type\":\"editorInvitedReview\",\"content\":\"\",\"date\":\"2026-02-11T15:42:56+00:00\",\"index\":\"hide\",\"fulltext\":\"\"},{\"type\":\"reviewerAgreed\",\"content\":\"77108637224282687901154565652977331139\",\"date\":\"2026-02-06T12:27:24+00:00\",\"index\":\"hide\",\"fulltext\":\"\"},{\"type\":\"reviewerAgreed\",\"content\":\"260727366808755325518517408417576502610\",\"date\":\"2026-02-06T06:02:40+00:00\",\"index\":\"hide\",\"fulltext\":\"\"},{\"type\":\"reviewersInvited\",\"content\":\"\",\"date\":\"2026-02-06T05:50:39+00:00\",\"index\":\"\",\"fulltext\":\"\"},{\"type\":\"editorInvited\",\"content\":\"\",\"date\":\"2026-01-18T08:46:14+00:00\",\"index\":\"\",\"fulltext\":\"\"},{\"type\":\"editorAssigned\",\"content\":\"\",\"date\":\"2026-01-16T18:49:03+00:00\",\"index\":\"\",\"fulltext\":\"\"},{\"type\":\"checksComplete\",\"content\":\"\",\"date\":\"2026-01-15T11:21:35+00:00\",\"index\":\"\",\"fulltext\":\"\"},{\"type\":\"submitted\",\"content\":\"Discover Education\",\"date\":\"2026-01-15T11:12:23+00:00\",\"index\":\"\",\"fulltext\":\"\"}],\"status\":\"published\",\"journal\":{\"display\":true,\"email\":\"info@researchsquare.com\",\"identity\":\"discover-education\",\"isNatureJournal\":false,\"hasQc\":true,\"allowDirectSubmit\":false,\"externalIdentity\":\"diedu\",\"sideBox\":\"Learn more about [Discover Education](https://www.springer.com/journal/44217)\",\"snPcode\":\"44217\",\"submissionUrl\":\"https://submission.nature.com/new-submission/44217/3\",\"title\":\"Discover Education\",\"twitterHandle\":\"\",\"acdcEnabled\":true,\"dfaEnabled\":true,\"editorialSystem\":\"stoa\",\"reportingPortfolio\":\"Discover Series\",\"inReviewEnabled\":true,\"inReviewRevisionsEnabled\":true}}],\"origin\":\"\",\"ownerIdentity\":\"1d935170-25ac-4b79-bc07-8cd04518117f\",\"owner\":[],\"postedDate\":\"February 10th, 2026\",\"published\":true,\"recentEditorialEvents\":[],\"rejectedJournal\":[],\"revision\":\"\",\"amendment\":\"\",\"status\":\"under-review\",\"subjectAreas\":[],\"tags\":[],\"updatedAt\":\"2026-04-03T11:55:57+00:00\",\"versionOfRecord\":[],\"versionCreatedAt\":\"2026-02-10 14:31:04\",\"video\":\"\",\"vorDoi\":\"\",\"vorDoiUrl\":\"\",\"workflowStages\":[]},\"version\":\"v1\",\"identity\":\"rs-8462661\",\"journalConfig\":\"researchsquare\"},\"__N_SSP\":true},\"page\":\"/article/[identity]/[[...version]]\",\"query\":{\"redirect\":\"/article/rs-8462661\",\"identity\":\"rs-8462661\",\"version\":[\"v1\"]},\"buildId\":\"XKTyCvWXoU3ODBz1xrDgd\",\"isFallback\":false,\"isExperimentalCompile\":false,\"dynamicIds\":[84888],\"gssp\":true,\"scriptLoader\":[]}","source_license":"CC-BY-4.0","license_restricted":false}