Synergy of Learning Styles Curriculum Implementation and Counselling Services in Predicting SHS Academic Outcomes

Abstract

<title>Abstract</title> 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 &lt; .001) and counselling participation (β = 0.585, p &lt; .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.