Learning Styles and Academic Performance of Students In Chemistry
Abstract
The study examined learning styles and academic performance of students in chemistry in secondary schools in Etinan Local Government Area of Akwa Ibom State. Three research hypotheses were formulated to guide the study. The research design adopted was a quasi-experimental research design. Random sampling was used to select 150 students from three (3) secondary schools out of the public secondary schools in the study area. The instrument for data collection was a Chemistry achievement test. Data collected were analyzed using a t-test statistical tool. Findings revealed that there is a significant difference in the academic performance of students exposed to kinesthetic learning style that those exposed to auditory learning styles in chemistry. Also there is a significant difference in the academic performance of students exposed to visual learning style than those exposed to auditory learning. Therefore, it was recommended among others that teachers should try and aid their lessons with standard or improvised local resources to enhance visual and kinesthetic learning styles among students.
TABLE OF CONTENTS
Title Page
Certification
Dedication
Acknowledgments
Abstract
Table of contents
CHAPTER ONE: INTRODUCTION
1.1 Background of the study
1.2 Statement of the problem
1.3 Purpose of the study
1.4 Significance of the study
1.5 Research Hypotheses
1.6 Delimitation of the study
1.7 Definition of Terms
Learning Styles and Academic Performance of Students In Chemistry
CHARTER TWO: REVIEW OF RELATED LITERATURE
2.1 Concept of Literature style
2.2 Visual Learning Style and Students’ Academic
Performance
2.3 Auditory Learning style and students’
Academic Performance
2.4 Kinesthetic Learning style and Students’
Academic performance
2.5 Summary of Literature Review
CHAPTER THREE: RESEARCH METHODOLOGY
3.1 Area of the study
3.2 Research Design
3.3 Population of the study –
3.4 Sample and Sample Techniques
3.5 Instrument for data collection
3.6 Validation of instrument
3.7 Administration of the Instrument
3.8 Scoring of the Instrument
3.9 Method of Data Analysis
CHAPTER FOUR: DATA ANALYSIS AND DISCUSSION OF FINDINGS
4.2 Discussion of Findings
CHAPTER FIVE: SUMMARY, RECOMMENDATION, AND CONCLUSION
5.1 Summary
5.2 Recommendations
5.3 Conclusion
5.4 Suggestions for Further Studies
References
Appendix
CHAPTER ONE
INTRODUCTION
1.1 Background to the study
A learning style refers to an individual’s natural or habitual pattern of acquiring knowledge. Keefeer (2004) defined learning styles as the composite of characteristics cognitive, affective and physiological factors that serve as relatively stable indicators of how a learner perceives; interacts with and responds to the learning environment. Felletti (2000) defined learning styles as those educational conditions under which a student is most likely to learn.
Learning style are points along a scale that help us to discover the different forms of mental representations. The literature basically indicates that there is a wide acceptance of the concept of learning styles, there is even a study providing learning styles Thompson-Schill, Kraemer, Rosenberg, (2009) which say the teaching profession has long recognized the need for innovative instructional activities that relate to the diverse learning styles of learners, there are some questions as to just how meaningful they are to the learning environment, that is, most researchers agree that we do have various learning styles and preferences. However, the research tends to agree that it is important when designing learning programs to match the presentation with the nature of the subject; such as providing correct learning methods, strategies and context (Cofield 2004).
For example, in a large Meta study, Marzano (2002) found, that graphics and tactical representations of the subject matter had noticeable effects on learning outcomes regardless of any attempt to match them with learners’ learning styles. Another study found that visual presentations through the use of pictures were advantageous for all students irrespective of a high or low learning-style preference for visual images. In addition, it was especially advantageous for those with a high preference for verbal processing contentious, Baker, (2004).
Learning Styles and Academic Performance of Students In Chemistry
According to Merrill (2000), he argued that most students are unaware of their learning styles and if left to their own means, they are unlikely to start a new way of learning. Thus, knowledge of one’s learning style can be used to increase self-awareness about their strengths and weaknesses as learners. In other words, all the advantages claimed for Metacognition (being aware of one’s own thinking and learning process can be gained by encouraging learners to become knowledgeable about their own learning styles and that of others (Coffield 2004).
1.2 Statement of the problem
There have been identified poor scores in secondary schools students’ examinations in chemistry. This indication points to low level of academic performance and skills acquisition amongst students. A number of factors have been reported saying to be responsible for this low level of performance; one of these assumed factors is learning styles. The researcher sought to identify the types of learning styles that could be used to improve the academic performance of students in chemistry and to also confirm or otherwise whether learners learning styles have any relationship on students’ performance. The problem statement put in a question form, therefore, is: what relationship has learning styles on academic performance of secondary school chemistry students in Etinan Local Government Area?
1.3 Purpose of the study
The main purpose of the study was to find out the relationship between learning styles and academic performance of chemistry students in Etinan Local Government Area.
The specific objective of the study was to:
(a) Examine the influence of visual learning styles on students’ academic performance in Chemistry in Etinan Local Government Area.
(b) Find out if there is an influence of auditory learning style on students’ academic performance in Chemistry in Etinan Local Government Area.
(c) Find out if there is any influence of kinesthetic learning style on the academic performance of Chemistry students’ in the Etinan Local Government Area.