Style The consequences of academic
accomplishment had been broadened from the confined scope of
intelligence and prior academic achievement per say. In fact, there are
several learning-associated concepts, such as perception of academic
control and academic motivation which need to be considered when
discoursing about academic excellence (Cassidy & Eachus, 2000). One
of the important concepts which had brought a valuable perceptive into
learning is Learning Style (LS). LS refers to the concept that
individual differ in regard to what mode of instruction or study is most
effective for them (Kolb, 1984). LS also understood as the process by
which a person gaining knowledge or skills by understanding and
retaining information (Adesunloye et al., 2008). Educational research
and practice have demonstrated that learning can be enhanced when the
instructional process accommodates the various learning styles of
students (Buch, 2002). In addition, it has been mutually agreed that a
learner inclination towards a learning situation could impact their
academic performance outcomes. The significant of LS had been generally
accepted in which a vast number of study had been conducted in the area
resulted in diversity of definitions, theoretical positions, model,
interpretations and measurement of the construct (Cassiday, 2004)
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