An Analysis of Learning Styles Among Kunduz University Students Using Kolb's Inventory

Abstract

Learning style comprises a combination of cognitive, affective, and 
physiological characteristics through which individuals perceive, 
organize, process, and retain information. The main objective of this 
study was to identify the learning styles of students at Kunduz 
University based on Kolb's Learning Style Inventory. The present 
research is descriptive in nature, applied in terms of objective, and 
mean comparison in terms of data analysis. The statistical 
population consisted of all Kunduz University students, reported by 
the Directorate of Student Affairs to be 3,335 students in the fall 
semester of 2025. The sample size was determined to be 327 
students using Cochran's formula, with a 95% confidence level and 
a 5% margin of error. Data were collected through cluster-random 
sampling. The Kolb Learning Style Inventory, developed by Kolb in 
1989, was used to assess students' attitude for learning styles. The 
collected data were analyzed using IBM SPSS Statistics (version 26). 
The findings revealed that the Converging learning style is the most 
prevalent (38.5%) among students, while the Assimilating style is 
the least common (15.0%). It can be concluded that students at 
Kunduz University are largely practical learners who prefer active 
engagement and direct experience in their educational pursuits.