This research paper investigates the relationship between learning styles and academic achievement among girls and boys at the secondary level during the COVID-19 pandemic. The pandemic-induced shift to remote learning brought significant changes in educational methodologies, necessitating an examination of how different learning styles impact academic outcomes. During the COVID-19 school closure, girls tended to perceive changes in their learnings less favourably than boys, both in terms of improvement in self-perceived learning and self-reported improvement in grades—with odds of a more affirmative response between 20 and 25% lower for girls relative to boys. The main drivers explaining this gender gap are physical activity and psychological distress of students during the COVID-19 disruption, as well as the perceived family climate. This study aims to identify any disparities in academic achievement based on gender and learning styles during this period.