_____________________________________________________________________________________________________ *Corresponding author: Email: goodness.orluwene@uniport.edu.ng; Archives of Current Research International 20(1): 56-64, 2020; Article no.ACRI.55834 ISSN: 2454-7077 Learning Styles and Critical Thinking among Undergraduates of University of Port Harcourt Goodness Wobihiele Orluwene 1* and Dorathy Sunday 1 1 Department of Educational Psychology, Guidance and Counselling, Faculty of Education, University of Port Harcourt, Rivers State, Nigeria. Authors’ contributions This work was carried out in collaboration between both authors. Both authors read and approved the final manuscript. Article Information DOI: 10.9734/ACRI/2020/v20i130178 Editor(s): (1) Dr. Faisal, Abdul Wali Khan University, Pakistan. Reviewers: (1) Jurandyr Santos Nogueira, Federal University of Bahia Salvador, Brazil. (2) Deb Proshad Halder, Jashore Government Women’s College, Bangladesh. (3) Nalini Arumugam, Akademi Pengajian Bahasa University, Malaysia. Complete Peer review History: http://www.sdiarticle4.com/review-history/55834 Received 12 January 2020 Accepted 13 March 2020 Published 14 March 2020 ABSTRACT The study was based on the prediction of critical thinking using learning styles. It was guided by two research questions and two null hypotheses. A sample of 393 third years undergraduates selected from four faculties in the University of Port Harcourt, Rivers State, Nigeria was used for the study. Data was collected from two adopted instruments tagged Cornell Critical Thinking Test (CCTT) Level Z and the Learning Style Questionnaire (LSQ). The face validation of the two instruments was conducted by three experts in Measurement and Evaluation. Reliability analysis of the CCTT using Kuder-Richardson 20 yielded a coefficient of 0.81, while the LSQ had a split-half coefficient of 0.77. Data were analyzed using stepwise multiple regression analysis. Result obtained indicated that pragmatist and reflector learning styles were significant predictors of critical thinking while theorist and activist were not significant predictors. Based on these results, appropriate recommendations and conclusions were drawn. Keywords: Critical thinking; learning styles pragmatists; activists; theorist; reflector. Original Research Article