Abstract
This research explores the learning achievements and learning style preferences of elementary students in both urban and rural environments. Using quantitative analysis, information was collected systematically in order to investigate whether there are differences in the performance outcomes and learning style preferences depending on the geographic location. The objective of this research was to determine whether location have a considerable impact on the way students learn and academically perform, and to what degree these patterns are uniform across varied learning settings. The outcome indicated that no statistically significant difference in dominant learning styles existed between rural and urban students. Yet, clear trends in academic performance were observed. Urban students tend to have achieved higher Grade Point Averages (GPAs), and rural students had more variability in scores and were more likely to cluster in the lower ranges of GPA. These differences could be due to variations in access to study materials, instructional quality, teacher preparation, and school resources overall. Rural learners, although sharing similar learning style profiles, had a greater inclination toward practical, hands-on, and observation-centered learning activities, while urban learners had a tendency towards analytical, structured, and theory-centered learning processes. This indicates that there is a necessity for a more comprehensive educational strategy that acknowledges these tendencies. The research advises the adoption of differentiated instruction practices and the development of a hybrid model of instruction that integrates the best practices of both settings. Encouraging rural and urban teachers to collaborate is identified as an essential step in closing learning gaps. Future studies are invited to continue to explore relationship among learning styles, academic performance, and demographic factors such as age and socio-economic status.
