Comparative Analysis of Learning Styles and Academic Stress Among HSSC, A Level, and IBDP Students in Punjab, Pakistan

Abstract

This study was conducted to examine the learning styles and the status of academic stress prevalent among Higher Secondary School Certificate (HSSC), Advanced Level (A Level), and International Baccalaureate Diploma Programme (IBDP) students hailing from Punjab, Pakistan – methodologically entailing a ‘descriptive research using a survey design’ framework. Data was gathered from 983 students enrolled in the local HSSC, A Level and IBDP streams employing a systematic random sampling technique via a self-developed questionnaire. This input was organized, coded, and analysed using SPSS software, applying both inferential and descriptive statistics, with the results revealing significant differences in the learning styles among the three student cohorts. Most of the pupils in the HSSC stream consistently adopted surface learning style, while most A Level student deployed strategic learning style. The majority of IBDP students, however, regularly adopted both strategic and deep learning styles. Moreover, a significant difference in academic stress levels was found between the three groups, with HSSC students experiencing more perceived stress compared to A Level and IBDP students. Education stakeholders have, therefore, been recommended to train students to adopt appropriate learning styles to improve their academic performance and reduce concurrent academic stress.