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The present study investigated the influences of learning styles and perceived instructors’ teaching styles on the academic performance of students at a private university, Thailand. Specifically, the study investigated whether the ‘fit’ between the students’ learning styles and their perceived instructors’ teaching styles contributed positively to their academic performance. The four different learning preference styles employed in this research were external learning, internal learning, interactive learning, and procedural learning and the five perceived teaching styles were expert, formal authority, personal model, facilitator, and delegator. Path analysis via structural equation modeling indicated that regardless of how the students evaluated their instructors’ teaching styles, employment an external style of learning was associated with their higher academic achievement.

The Influence of Learning Styles and Perceived Instructional Styles on Academic Performance of University Students in Thailand