The objectives of the study were: (1) To study the learning style of secondary school students. (2) To study the learning style and scientific attitude of students. (3) To study the relationship between learning styles of students and their achievement in science. (4) To study the relationship between scientific attitude of students and their achievement in science. (5) To study the relationship between scientific attitude and achievement in science in relation to their learning style. (6) To study the learning style of the students in relation to their intelligence. (7) To study the relationship between levels of intelligence of the students and their scientific attitude. (8) To study the relationship between SES and learning style of the students. (9) To study the relationship between the socio – economic status and scientific attitude of the students. (10) To study whether there is any differences in the learning style of boys and girls. (11) To determine how far the gender differences are related to the scientific attitude.

The hypothesis of the study were: (1) There is no relationship between separately different type of learning style of students and their achievement in science. (2) There exists no relationship between scientific attitude of students and their achievement in science. (3) There is no relationship between scientific attitude and achievement of students in science in relation to their separately different types of learning style.

The sample comprised of 500 Science Students of Class XI from 10 different school of Lucknow City. It was selected through Purposive Random Sampling Technique.

Learning Style Inventory by D.A. Kolb (1976), Scientific Attitude Scale by Sood & Sandhya (1992), Raven’s Progressive Matrices Test, Socio – Economic Status Scale by B. Kuppuswamy (1962), High School Marks as Achievement in Science and Bio – Data Sheet were developed by Researcher for data collection.

The findings of the study were: (1) The most popular learning style of the students is accommodative learning study and second popular learning style is convergent. (2) Most of the students with more scientific attitude prefer the convergent and accommodative learning style. (3) The students following convergent learning style score better in science than the students following other learning styles. The students from high SES following accommodative learning style also score better in science. Other learning style is not found to be suitable for science. (4) The students with more scientific attitude score better in science than the students possessing less scientific attitude. (5) The convergent learning style is most appropriate style whereas assimilative learning style is most inappropriate for learning science. (6) Convergent learning style is most preferred and assimilative is less preferred by the students with high intelligence. Most of the students with low I.Q. prefer the accommodative learning style. (7) Most of the students with high intelligence possess more scientific attitude. (8) The high SES students facilitate accommodative learning style. Most of the students with low SES preferred convergent learning style. (9) It has been found that SES of the students is not related to the scientific attitude. (10) Most of the girls preferred convergent and accommodative learning style and very few girl preferred divergent and assimilative learning styles. Whereas all the four learning styles are preferred by almost equal number of boys. (11) The girls possess more scientific attitude than boys.