Influence of Learning Style on Academic Performance of Students in Biology in Secondary Schools

INFLUENCE OF LEARNING STYLE ON ACADEMIC PERFORMANCE OF STUDENTS IN BIOLOGY IN SECONDARY SCHOOLS

 

ABSTRACT

The purpose of this study was to examine the influence of learning style on academic performance of students in biology in secondary schools in Nsit Ubium local Government Area of Akwa Ibom State. Two hypotheses were formulated and all focused on learning style with respect to student’s academic performance in biology. It was believed that this study could be useful to teachers, government, guidance   counselors, even the students. A detail literature review was obtained from published and unpublished materials, journal, newspaper etc. its review was aimed at developing appreciation on the previous study done in this area.

Population of the study comprising  of all senior secondary school students in Nsit Ubium local Government with a total of about 3,276 student. From the target, population 250 was randomly selected from five (5) public schools seeking their opinions on the topic. Independent t-test was used as a method of data analysis the result revealed that there is a significant difference between learning style and student’s   academic performance in biology. Finally, conclusion and recommendation were documented.

 

Influence of Learning Style on Academic Performance of Students in Biology in Secondary Schools

 

CHAPTER ONE

INTRODUCTION

1.1  Background to the Study

Learning is defined as modification of behaviour through experience. It is also defined as the acquisition of a desirable behavioural pattern. In other words, learning is the modification and co-ordination of the response of organisms. Thus, learning is essentially an active process and not a passive observation of knowledge, it is not the mere reading of books or listening to learners is an enrichment of experiences. Learning occupies an important place in the school, without learning all efforts of students as well as teachers are bound to become purposeless. Learning essentially consists of modification of reactions due to experience or practice (Ommen, 2015).

Sitt-Gohdes (2013) also holds that most teachers teach the way they were taught. This might have caused the frustration of a good number of learners as the witness that their performances are not accounted for by many teachers. The case is more serious in a context where students come from divers’ educational experiences and with different cultural backgrounds. Compared to the extensive work done on methods and instructional activities, one vital area often neglected is the exploitation of learning styles in the classroom.

Standard academic performance can be because of standard learning ability. Researchers have pointed out that learning ability or techniques among students contribute positively or negatively to their level of academic performance.

Students do not learn in the same way and number of different learning styles in science exist (Entitles, 2011, Honey and Mu-Aford, 2012). The Various styles that learners adapt to learning include visual learning styles in Science, auditory learning styles and kinesthetic or textile learning style and student’s personal performance in science subject. These have contributed immensely on the academic performance in science subject. These style have contributed immensely on the academic performance of students can contributes either positively or negatively to their academic performance.

It is known that learning processes vary from person to perso, and according to Keefe and Ferrell (2013) learning problems are frequently not related to the difficulty of the subject matter but rather to the type and level of the cognitive process required to learn the materials. It is believe that when teachers are able to analysis the different needs of their students, the educational process is likely to be optimized for both students and teachers (Fairhurst, 2015).

Researchers have also pointed out that learning ability or technique to their level of academic performance. This study therefore investigates the effects of learning styles on academic performance of students in science in secondary schools.

 

1.2  Statement of the Problems

It has been noted that students have different learning style and they are being treated equally as they find their study less interesting. Poor reading, listening, and writing abilities are recognized among learning of science in Nsit Ubium Local Government Area.

As result of these, mass failure in learning science are being noticed as the students performance of learning science in secondary school get worst every year. Academic performance of students in (WASSE) and National Examination Council (NECO) in Nigeria is disturbing. Performance of candidates in five (5) popular science subjects in West African Senior Secondary Certificate Examination including 2012, 2013, and 2014 has revealed 55.19%, 59.10% and 60.99% percentage failure respectively in Biology.

Ibe (2016) blamed poor performance of Biology students in external examination on Biology teachers’ insensitivity to the nature of Biology when planning instructional activities in the classroom.

According to her, Biology is not one of the subjects that can master by mere memorization of the basic rules. It requires total determination, sound theoretical knowledge and intensive practice in application.

One begins to wonder is that, if others factors could be responsible for the large number of failures in Biology other than ones already identified. It is against this background that the researcher sought to examine learning style and academic performance of students in Biology in secondary schools.

 

1.3  Purpose of the Study

The main purpose of this study is to investigate the influence of learning style on academic performance of students in Biology in secondary schools. Specifically, this study sought; 

(1.)   To examine whether visual learning style influence students’ `academic performance in Biology in Nsit Ubium      Local Government Area.

(2.)   To ascertain whether auditory learning style influence students’ academic performance in Biology in Nsit Ubium.

(3.)   To investigate how kinesthetic learning style influence students’ academic performance in Nsit Ubium Local Government Area.

Influence of Learning Style on Academic Performance of Students in Biology in Secondary Schools

1.4  Significant of the Study

• This work will serve as a guide to school administrators and teacher when planning and preparing their lessons as to incorporate activities related to each of the learning styles.
• This study will expose teachers to various learning styles, which will expose teachers to various learning styles, which facilitate the adoption of suitable techniques and methods to match with the students’ inclination.
  
• The study will help students who are at-risk of poor academic achievement especially the low ability learners will identified and group-counseling approaches should be utilized to help them improve their learning styles.

 

1.5  Research Hypotheses

To guide this study the following hypotheses were formulated:

• There is no significant difference between visual learning styles and students’ academic performance in Biology.
• There is no significant difference between auditory learning style and students’ academic performance in Biology.

1.6  Limitation of the Study

This study was limited by the following factors;

• The time giving for the completion of this study is not making a research like this to have wider scope.
• Financial constraint exerted pressure on the study as the researcher scarcely had enough financial to enable him expand the scope of the study.

 

1.7   Delimitation of the Study

This study was restricted to the learning style and learning of science subject in secondary schools in Nsit Ubium Local Government Area, analysis was on senior secondary students in the study area.

 

1.8  Definition of Terms

Academic Performance: This is a level of skills attained by students in a giving subject usually designed by a test score or grade obtained by students during the process of assessment.

Learning style: This refers to an individual’s natural or habitual pattern of learning or acquiring knowledge.

Auditory Learning Style: This is a learning style in which ideas, concepts, data and other information can seen and touched through images, chart or graphics.

Kinesthetic Learning Style: This refers to learning style in which learning takes place by the students carrying out a physical activity rather than listening to a lecturer or watching a demonstration.