The purpose of this survey study is to identify the type of student learning style preferences in history
subjects, as well to identify whether there are significantly mean differences of learning style on
student demographic aspects such as gender, achievement level, subject stream and school location.
This study involved a total 521 form four students from a state of north peninsular of Malaysia through
simple random sampling technique. This adapted Perceptual Learning Style Preferences Questionnaires
which are validated by the content expert matters and have a good reliability values are the research
instrument in this study. The data of this study were analyzed descriptively and inferred such as
independent sample-t test through IBM SPPS software. The findings of this study indicated that the
history student preferences learning style is auditory style for physiological dimension and collaborative style for sociological dimension. Furthermore, the findings also showed that there are
significantly mean differences between learning style and student demographic aspects such as
achievement level, subject stream and school location. Therefore, the findings also reported that there
are no significant mean differences in learning style among male and female history students.
Essentially, the findings can be used by the State of Education Department, the Curriculum
Development Center and the history teachers to redesign the implementation of meaningful history
teaching and learning process by taking account of the student learning styles aspects.