Learning styles and academic performance of secondary school students in Integrated Science

LEARNING STYLES AND ACADEMIC PERFORMANCE OF SECONDARY SCHOOL STUDENTS IN INTEGRATED SCIENCE IN URUAN LOCAL GOVERNMENT AREA

 

ABSTRACT

The study examined learning styles and academic performance of secondary school students in Integrated Science in Uruan Local Government Area. Two research hypotheses were formulated. The quasi-experimental design was employed in the study. The population of the study was 1012 JS3 students who registered for basic science in 2016/2017 academic session in all the 9 public secondary schools and 150 students was selected and used as the sample size using simple random sampling technique. The instrument for data collection was a Basic Science Performance Test (BSPT). The data collected were analyzed using independent t-test.

Findings showed that there is a significant difference in academic performance of secondary school students with kinesthetic learning style and those with auditory learning style in integrated science and that there is a significant difference in academic performance of secondary school students with visual learning style and those with auditory learning style in integrated science in secondary schools in Uruan local Government Area. Based on the findings, it was recommended that: teachers should use kinesthetic and visual learning style since it increases the academic performance of students and is the most appropriate for students in basic science. 

 

Learning styles and academic performance of secondary school students in Integrated Science

CHAPTER ONE

INTRODUCTION

1.1   Background to the Study

Teaching and learning as far as living is concerned-go hand in hand. Human beings are constantly involved consciously or unconsciously and either formal or informal or both in everyday living. Before the advent of Western Education according to Ekanem (2013) in Nigeria in the 19^th century by the missionaries, there was in existence the traditional system of education in which some form of knowledge of a certain sort had to be imparted from one generation to another. This enterprise had to be carried out by some agents that we may rightly refer to as teacher of some sort who usually were knowledgeable in their various areas of specialization. According to Udoh (2016) teaching invariably involves the passing of knowledge, skills or models of conducts in such a way that the learner is brought to understand and evaluate the underlying rationale of what I presented to him/her. Nevertheless, teaching goes beyond mere provision of knowledge to the learner. It involves development of the entire being for the individual to contribute his quota to the development of his/her society.

Many teachers find out difficult to teach their learners because the learners may not be involved in the teaching learning process. The learners have a significant role to play in the teaching learning process. This is because, the teachers will impart the knowledge only to the learners who are ready to learn since learning is not by force. This learning varies from person to person due to the presence of individual differences.

Reif (2016) states that, all learners have individual attributes relating to their learning process. Most teachers also, teach the way they have already learned. These might have cause the frustration of a good number of learners as they witness that their learning preferences are not accounted for by many teachers.

According Ferre (2012) learning problems are frequently not related to the difficulty of the subject matter but rather to the types and level of the cognitive processes required to learn the material. Moreover, Dun (2015) found that dramatic improvement in students’ academic performance in cases where learning styles have been taken into account show that the way things are taught had a greater impact than the content covered in a course of study. It is believed that when teachers are able to analyze the differences and needs of their students, the educational process is likely to become optimized for both students and teachers.

Merill (2010) argued that most students are unaware of their learning styles and if left to their learning styles and if left to their own means, they are unlikely to start new way of learning. Thus, knowledge of one’s learning style can be used to increase self-awareness about their strengths and weakness some learners learn using kinesthetic learning styles, auditory learning styles, as well as visual learning styles, being aware of one’s learning styles as they may influence the academic performance of students becomes therefore, the background for the present study to examine learning style and academic performance of secondary school students in integrated science in Uruan Local Government Area.

1.2   Statement of the problem

Integrated science is where science is studied as a whole in such a way that students gain the concept of the fundamental unity of science. It is believed that an integrated approach to science teaching promote the building of a more balance future since integrated science involves processes which are common to all sciences. It offers the child feedback to experiment with concepts and groups of concepts.

Despite the importance of integrated science, it has been observed that the academic performance of students in external examination such as WAEC has been consistently poor because of learning variation of the learners.

Junko (2015), since learners differ in their preferences to certain learning styles, it is also observed the various ways on individual learn in the class learning which the author attributed this to the cause of the failure of students in these examination neglecting other environment factors.

Based on these, question was put forward by Umoesor (2015) to what extent does the learning style influence the academic performance of students. This therefore, motivated the researcher to investigate the effect of learning styles on academic performance of secondary school students in integrated science in Uruan Local Government Area in order to provide also answer to the earlier stated question by Umoetor.

Learning styles and academic performance of secondary school students in Integrated Science

1.3   Purpose of the Study

The study arrived at investigating learning styles and academic performance of secondary school students in integrated science in Uruan Local Government Area. Specifically, the study sought to assess the;

(i)     Effect of kinesthetic learning style and academic performance of secondary school students in integrated science in Uruan Local Government Area;  

(ii)    Effect of visual styles and academic performance of secondary school students in integrated science in Uruan Local Government Area.

1.4   Significance of the Study

                This study shall be significance in the following ways;

(i)     The findings of this study will be of immense benefit to teachers as it will enable the teacher to adopt right instructional technique and strategies which will facilitate in effective teaching and learning.

(ii)    The findings of this study will helps environment for their children as well as advising them to adopt good learning styles and to adapt to any teaching method that is used in the class irrespective of their learning styles.

(iii)    The findings will help school guidance counselors in yielding a good basis for students counseling on their self-discipline toward academic work.

(iv)   To the policy makers and educational planners the finding of the this study will furnish them with a sound knowledge for provision of relevant instructional materials to facilitate the kinesthetic and visual learning style strategies in the teaching of integrated science.

(v)    The findings from this study will serve as reference material for future researcher on similar topics.

1.5   Research Hypotheses

The following null hypothesis were formulated to guide the study.

(i)     There is no significant difference in academic performance of secondary school students with kinesthetic learning style and those with auditory learning style in integrated science

(ii)    There is no significant difference in academic performance of secondary school students with visual learning style and those with auditory learning style in integrated science.

1.6   Delimitation of the Study

This study was delimited to learning styles such as kinesthetic, visual and auditory learning styles academic performance of secondary school students in junior secondary three (JS3) class in integrated science in public secondary schools in Uruan Local Government Area.

1.7   Limitation of the Study

This study faced challenges such as limited time due to the researcher’s academic load, financial constraint as well as limited reference material for the current study.

Learning styles and academic performance of secondary school students in Integrated Science

1.8   Operational Definition of Terms

The following terms were operationally defined as they are used in the study.

Learning Styles: This is the specific way used by a learner to get information or knowledge which can be obtained in various ways that are deemed as suitable.

Academic Performance: Is the grade or score of students in integrated science performance Test and examination.

Integrated Science: It is a subject which combines all other branches of science such as Biology, Physics, chemistry, and mathematics.