Abstract
The study examines the Interplay of Home Environment and Learning Styles in Shaping Academic Achievement of Secondary Students' English Language Achievement in Kano State, Nigeria. Four research objectives with two corresponding research questions and two hypotheses were formulated to guide the study. The study employed ex-post facto research design. The population of this study comprised 6,498 SS 2 students in Dala Zonal Educational Directorate, Kano State out of which 357 were selected as sample through multi-stage sampling technique. The data were collected using two instruments: Broken home Questionnaire (BHQ) and Learning Style Inventory (LSI) were employed as an Instruments of Research. The two instruments were validated (face and content) and a reliability of internal consistency was established using Cronbach’s alpha which yielded 0.74-0.80 index. To analyze the data, Descriptive statistics of simple percentage was used to answer research questions 1, 2, While t-test for independent sample was used to test hypotheses 1, and ANOVA was used in testing hypothesis 2 of the study. The findings of the study revealed that intact homes are the prevalent type of home among the participants (Intact: 217, 60.8%; Broken: 140, 39%) and Kinesthetic is the most prevalent learning style Preferences among the Participants in the study area (Kinesthetic: 171, 47.9%; Visual: 94, 26.3%; Auditory: 92, 25.8%). The result from the First hypotheses testing founds that There is no significant difference in English language academic achievement between students from broken and intact homes in the study area with P-value = 0.376, which is greater than 0.05. By implication home environment is not a factor in students’ English Language Academic Achievement. The second hypothesis also reveals no significant difference in English language academic achievement among students with different Learning styles Preferences with P-value = 0.428, which is greater than 0.05 Based on the findings of this study, it is recommended that educators, policymakers, and schools establish comprehensive programs aimed at actively involving parents in their children's academic journeys, regardless of the home environment, to enhance students' English language achievement. These programs should include initiatives that encourage parental engagement, such as parent-teacher associations and volunteer opportunities, and should promote adaptive learning strategies tailored to individual learning preferences. This approach aligns with the study’s conclusion that neither home environment nor learning styles significantly influence English academic achievement among the respondents in the study area

Keywords
Home Environment, Learning Styles Academic Achievement