CRUCIAL ANALYSIS OF THE RELATIONSHIP BETWEEN LEARNING STYLE AND STUDENT ACADEMIC PERFORMANCE

CRUCIAL ANALYSIS OF THE RELATIONSHIP BETWEEN LEARNING STYLE AND STUDENT ACADEMIC PERFORMANCE

CHAPTER ONE

INTRODUCTION

1.1   BACKGROUND TO THE STUDY

Educational research has long been focused on determining how individuals learn, which is a topic of great interest to those working in higher education. As a result, the concept of learning styles, which comes in a variety of forms, arose. Cognitive style is defined by Cheema (1991) as “the way students approach cognitive activities and make sense of their reality,” whereas learning preferences (Grasha, 1974) are “the way students prefer to be taught.” Learning methods (Ramsden, 1983) refer to how students use specific tactics (surface, deep, strategic) when studying, whereas information processing (learning style) (Mumford, 1986) refers to how students typically approach various learning activities. According to cross-cultural research, certain ethnic groups have learning styles that differ from those of other ethnic groups. of different ethnic groups (Dunn, 1990). Witkin (1975) discovered that cultural backgrounds influence people’s learning methods. While not all members of a given culture lean in the same way, there are some similarities in how people from other cultures lean more efficiently (Flannery, 1991). Other individual characteristics, such as gender or academic major, may explain any variation in learning methods (Escolme, 1990). Pierson (1984) discovered that age and prior experience influence learning style more than gender or ethnicity. According to Claxton (1987), students’ perceived awareness of learning styles improved their academic achievement in college courses. Nelson (1993) discovered that knowing about students’ preferred learning methods increases their success and decreases their dropout rate in college. Corlett (1992) (1992) It has been discovered that when students are taught in a way that corresponds to their learning styles, they achieve higher academic success, have better attitudes toward learning, and have fewer discipline issues. According to Kirk, learning styles are related to grade point average and parental education (1986). However, no significant relationship exists between age, gender, and college major/minor. According to Blank and James (1993), the goal of assessing student learning styles is to be able to provide a learning environment that maximizes learning for each student by teaching to his or her strengths and avoiding weaknesses. The relationship between intelligence, critical thinking, and learning styles has received some attention. These are just a few examples: Schmeck (1978) claims that students who performed well on Critical thinking also performed well in terms of deep processing but poorly in terms of systematic study. This revealed that deep processors had strong reflective thinking abilities, whereas methodical students lacked them. Review of Related Research Stewart (1979) looked into the disparity. Hackman (1988) investigated whether there are differences in learning style preferences between gifted and non-gifted students. The study’s findings revealed that gifted and non-gifted children have very different learning styles. Gifted students expressed strong positive preferences for a cluster of self-directed instructional activities (independent study, discussion, and teaching games) and strong negative preferences for several teacher-directed activities (lecture and programmed instruction), whereas non-gifted students expressed strong positive preferences for a cluster of teacher-directed activities (lecture and programmed instruction). games for teaching) (projects and discussion). This suggests that IQ and learning style are related. According to Verma and Tiku, there is widespread agreement that how people choose to or are predisposed to approach a learning scenario has an impact on performance and achievement of learning outcomes (1990). Learning style has been the subject of numerous definitions, theoretical premises, models, interpretations, and assessments, owing to the large number of research and practitioner-based studies conducted in the field. According to Keefe (1997), the three biggest quandaries are: “How can we increase our kids’ success if we don’t know how they learn?” ‘How can we claim to be serious about creating a learning society if we have no institutions?’ good solutions to the problems of what learning model we use and how we use to improve our own and our students’ practice? The idea that instructors, course designers, and educational psychologists should pay more attention to students’ learning styles by diagnosing them, encouraging learners to reflect on them, and designing teaching and learning interventions around them is intuitively appealing. Learners will be more motivated to learn if they understand their own strengths and weaknesses. As a result, teachers will be able to adapt to students’ strengths and limitations, leading to higher retention and success rates in formal programs, and learning to learn skills will lay the groundwork for lifelong learning. Sternberg (1997) asserted that styles are at least partially socialized, implying that that they may be adjusted to some extent. As a result, understanding one’s preferred learning style can aid in the optimal development of metacognition and learning skills and abilities, thereby optimizing learning (Sternberg, 1997). Finally, Sternberg (1997) stated that understanding students’ learning preferences and styles allows teachers to be more flexible in their instruction and use a variety of classroom techniques. The goal is to help learners improve their abilities and capacities to learn successfully in both preferred and less preferred modes of learning (meta-learning), resulting in effective and life-long learners capable of monitoring and assessing their learning techniques and outcomes. Although it has been demonstrated that students’ learning styles have a significant impact on their academic achievement, these findings are not conclusive. are based on studies conducted in other countries 4 and vary by country. Gokalp (2013) asserts that a country never stops exploring and developing its own learning techniques in order to meet the unique needs of its environment (Yamazaki, 2005). Bennett (1993), for example, observes that African Americans’ learning patterns may be at odds with most institutions’ teaching methods. As a result, the purpose of this research is to look into the relationship between learning styles and academic achievement from a country-context standpoint (Bennett, 1993). The findings of this study add to the existing body of knowledge and support the belief that using self-assessment tools to determine learning styles improves academic achievement because learners can discover their preferred method of knowledge acquisition and retention.

The process of learning in a learning situation, particularly in secondary school.

1.2 THE PROBLEM’S STATEMENT

Because of the current low levels of achievement in virtually all academic disciplines, it is clear that students have yet to learn how to learn or identify their preferred learning methods for various learning materials or information in this subject. Furthermore, teachers in a regular classroom have failed to recognize the uniqueness of their students, and they continue to use the same old teaching methods in all situations (Sternberg, 1997). As a result, children become bored and inattentive in class, perform poorly on exams, lose interest in the topic, the curriculum, and themselves, and, in the worst-case scenario, drop out. When confronted with poor grades, inattentive or aggressive students, or poor behavior, Teachers recognize that something isn’t working when they see low attendance and dropouts; they may become overly critical of their students (worsening the situation), or they may begin to question whether they are in the right profession. Learning style theories have been emphasized as an effective technique for assisting instructors in recognizing the vastly different demands that students bring to the classroom, as well as assisting students in determining how they learn best for maximum academic success (Tiku, 1990). Furthermore, these theories provide a framework for teachers to get the most out of their students by developing a variety of instructional methodologies that benefit all students and, more importantly, by assisting students in learning how to learn and, as a result, achieving higher academic results. To generate effective results

Understanding learners’ preferred learning styles and how they relate to educational achievements is critical for successful learners.

1.3 THE STUDY’S OBJECTIVE

The primary goal of this study is to see if there is a link between learning style and academic achievement in secondary school students. The specific objectives that will guide the research are as follows:

i. Determine the preferred learning style of the students.

ii. Determine how well children perform in school.

iii. To establish a link between the learning style of the study and its academic success.

iv. Determine what steps can be taken to help children with low academic achievement.

1.4 QUESTIONS FOR RESEARCH

The following questions will help the researcher carry out the investigation and achieve the objectives:

i. What is the preferred learning style of the students?

ii. How can it be determined how well children perform in school?

iii. What is the relationship between the learning style of the study and its academic success?

iv. What steps can be taken to help children with low academic achievement?

1.5 THE STUDY’S IMPORTANCE

The purpose of this study is to assist instructors and educational psychologists/researchers in better understanding the various learning styles preferred by students. Furthermore, the researcher intends to gather enough data to assist teachers in recognizing the critical link between learning style preferences and academic achievement. If a significant relationship is discovered, the theory that learning styles play an important role in students’ academic achievement will gain credence, and the learning style will be validated.

The assessment instrument proposed for this study (the Barsch Learning Styles Inventory) will be used to assist teachers in understanding and adjusting their students’ learning styles in order to maximize learning and thus improve academic achievement. More importantly, instructors will help students discover their own learning, a process known as meta-learning, as well as become effective and lifelong learners. Students will also benefit from understanding their own learning style because they will be able to regulate or guide their own learning by changing their habits and materials to promote optimal learning. Sternberg (1997) claims that when students study in a way that is comfortable for them, the learning process is more successful.

1.6 STUDY OBJECTIVES

The focus of this project is on some selected secondary students in Kano State.

This investigation.

1.7 THE STUDY’S LIMITATION

The most significant challenge encountered throughout this study is time; the researcher has limited time to complete the research as well as insufficient funds to support the project and visit more than one school.

1.8 TERM DEFINITION

A thorough investigation of something’s components or structure is referred to as analysis.

Correlation is defined as a reciprocal link or connection between two or more items.

A person’s learning style is their unique approach to learning.