This study was conducted to determine the effect of teaching and learning styles on students’ academic achievement in General Chemistry 1. There were 13 teachers and 123 students who were administered the Teaching Style Instrument and the Learning Style Inventory (LSI), respectively. Final grades of students were taken as evidence of their academic achievement. Findings revealed that teaching styles were transitional in teaching methods, student grouping, room design, teaching environment, teaching characteristics and educational philosophy. Based on LSI, students have strong preferences for cool temperature and an early morning time-of-day. Most students were cautious on other learning style preferences because they chose “it depends” as their reply. As to the effect of teaching and learning styles on student’s academic achievement, emotional preference was highly significant in all of the eight areas of teaching styles studied. This study concluded that teaching and learning styles affect students’ academic achievement.
