Recent studies have shown that learners receive and process information differently. As learners learn in various ways, it appears impossible to change each learner\'s learning style in the classroom. Instead, teachers might modify their teaching styles to be more consistent with their learners\' learning styles. This study takes into account the following objectives: first to determine the learning styles of learners; secondly, to determine how much variance in academic performance in electricity and magnetism can be explained by the variation in learning styles when they receive learning style-based instructions; and lastly, to determine learners\' experiences with learning style-based instructions. The study employs a theoretical framework to survey pertinent literature to review relevant literature and present various viewpoints on learning style-based instructions. A mixed-method sequential explanatory strategy was employed to achieve the intended objectives and to answer the research questions \"what is the change in learners\' achievement after experiencing learning style-based instruction?\". In addition, a purposeful convenience sampling procedure was employed to select two schools from the target population. A total of 205 physical science learners took part in the study. Physical Science Achievement Test (PSAT), interviews and Index of Learning Style Questionnaire (ILSQ) were the primary instruments utilised to collect data. Data analysis was primarily conducted using descriptive and inferential statistics and framework analysis. The results indicate that the predominant learning styles preferences were active, sequential, visual, and sensing. In addition, the study found a significant difference between learners\' achievement when they received learning style-based instruction in the physical sciences classroom. In light of the findings of this research, this study recommends that teachers assess the learning styles and modalities of their learners to create a teaching-learning plan that best suits their needs. Teachers must also consider that learning acquisition varies; instructions, activities, and learning materials must be altered to facilitate smooth delivery and effective instructional objectives. In addition, the study findings could help teachers become more sensitive to the differences learners bring to the classroom.

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