LEARNING STRATEGIES AND ACADEMIC PERFORMANCE IN INTEGRATED SCIENCE AMONG JUNIOR SECONDARY SCHOOL STUDENTS
LEARNING STRATEGIES AND ACADEMIC PERFORMANCE IN INTEGRATED SCIENCE AMONG JUNIOR SECONDARY SCHOOL STUDENTS
TABLE OF CONTENTS
CHAPTER ONE: INTRODUCTION
 1.1    Background to the Study
1.2Â Â Â Â Statement of the Problem
1.3Â Â Â Â Purpose of the Study
1.4Â Â Â Â Significance of the Study
1.5Â Â Â Â Research Hypotheses
1.6Â Â Â Â Limitation of the study
1.7Â Â Â Â Definition of Terms
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CHAPTER TWO: REVIEW OF RELATED LITERATURE
CHAPTER THREE: RESEARCH METHODOLOGY
3.1Â Â Â Â Area of the Study
3.2Â Â Â Â Research Design
3.3Â Â Â Â Population of the Study
3.4Â Â Â Â Sample and Sampling Technique
3.5Â Â Â Â Instrument for Data Collection
3.6Â Â Â Â Validation of Instrument
3.7Â Â Â Â Administration of Instrument
3.8Â Â Scoring of Instrument
3.9Â Â Â Â Method of Data Analysis
CHAPTER FOUR: ANALYSIS OF DATA AND DISCUSSION OF FINDINGS
4.1Â Â Â Â Data Analysis and Results
4.2Â Â Â Â Discussion of Results
CHAPTER FIVE: SUMMARY, RECOMMENDATIONS AND CONCLUSIONS
 5.1    Summary
5.2Â Â Â Â Recommendation
5.3Â Â Â Â Conclusion
References
Appendix
CHAPTER ONE
INTRODUCTION
1.1 Background to the Study
Indeed, academic performance of students occupies a very important place in the learning process and has become a key criterion to judge one’s total potentialities and capacities (Nuthana and Yenagi, 2009). Although many researchers have linked it to factors such as parental factors (Swarwar, 2001), teachers’ related factors (Osa-Edoh, 2012) etc. The students’ factor is yet another area that should be considered because learning is basically a product of learners’ characteristics (Sing, 2011).
The learning strategy adopted by a student will best determine the extent to which the learner will retain what is taught. Learning strategies are the techniques, principles or rules that facilitate the acquisition, manipulation, integration, storage and retrieval of information across situations and settings as adopted by the learner (Weinsten, 2001).
It is obvious that different learning strategies exist and every student has that which is most appealing to him or her. Some students may be appealing to a strategy like visual or auditory while some to Kinesthetic, verbal or solitary learning strategy (Abbas, 2012).
LEARNING STRATEGIES AND ACADEMIC PERFORMANCE IN INTEGRATED SCIENCE AMONG JUNIOR SECONDARY SCHOOL STUDENTS
Following the existence of different learning strategies and individual (student) differences. Thus, it could be said that no single strategy will be optimal. Without a doubt, a student who learns best using auditory strategy may not do well using kinesthetic as such. The various strategies of learning if considered properly will help teachers on the teaching strategy to be adopted.
Undeniably,, students exist in a good number that do not know their learning strategy and as such could not develop it for optimal academic success. Lorna (2008) argued that most students are unaware of which strategy will be most effective to their learning and if not checked. The learning strategies and academic performance in integrated science among junior secondary school students.
However, the learner will likely conflict his or herself with contradicting strategies that will successfully set the brain in confusion during knowledge procession. This means that a student who performs poorly does not mean that he was not taught. But it implies that the procession of the knowledge was proper due to the adoption of wrong learning strategy at that material time. Thus, students’ learning strategies are in no small measure a factor that should be given priority.
1.2 Â Statement of the Problem
The importance of science as one of the fundamentals in national development has long been realized not only in developed countries. But under-developed and developing countries like Nigeria.
The quest to have a remarkable growth in knowledge of science has become a major concern of many as evident in the various researches conducted toward this direction yet causes of failure still persist year after year.
With this, it will be of immense important to direct researches to the learning strategies of student s since they are at the center of learning this. This research was designed to investigate the place of the various learning strategies among integrated science student in the way they perform academically. This is prioritized because success in integrated science which serves as grass root subject to all science field will be a springboard to success in higher field of science.
1.3 Purpose of the Study
The purpose of the study is to investigate the impact of learning strategies on students’ academic performance in integrated science. Specifically, the study will examine the impact of various learning strategies among junior secondary school learners in Integrated Science.
1.4 Â Significance of the Study
The findings of this study shall be of immense importance to teachers, policy makers, educators and the likes.
Teachers who are saddled with the tasks of implementing the curriculum of study will be able to select suitable learning techniques and methods that will match the different strategies of learning among the students. To the policy makers and counselors.
The findings will help them to identify those strategies students adopt and make policy as well as counseling them so to meet with their individual difference.
Parents whom the students spent quality of their time with, will help the student to build and maintain good learning strategy in the absent of the teachers.
1.5 Â Research Hypotheses
i      There is no significant difference in the performance of junior secondary school students in the study using learning strategies and those without the use of learning strategies.
ii      There is no significant differences in the academic performance of students who study using visual learning strategy and those using auditory leaning strategy of learning in integrated science.
1.6 Â Definition of Terms
Learning strategies: In brief, it is the techniques, principles or rules that a learner adopt which facilitate acquisition, manipulation, integration storage, and retrieval of information across situations.
Academic Performance: In brief, this is the extent to which a student has achieved educational goals and it is measured using text.
Kinesthetic Learning Strategy: This refers to the learning strategy in which learners participate in the teaching – learning process by carrying out a physical activity rather than listening or watching a demonstration alone.
Auditory Learning Strategy: This is a strategy in which the learners learn by hearing the information passed which might be through human voice or any auditory system.
Visual Learning Strategy: This is a strategy in which ideas, concept, data and information are associated with image, chart, models and graphics.
Conclusion
From the findings recorded, it is therefore concluded that students using kinesthetic learning strategy in integrated science will likely outperform their counterpart who uses auditory learning strategy. This outmatch is attributed to the fact that those with kinesthetic strategy are active participant in teaching learning process than those with auditory leaning strategy.
Also, the experimental habit of students with kinesthetic helps to build what is learnt in their long term memory compare to students with their learning strategy. The learning strategies and academic performance in integrated science among junior secondary school students.
On the other hand, students learning with auditory or other learning strategies should complement their strategy with kinesthetic because integrated science is more of practical than theory and kinesthetic gives room for more of learners participation through experimentation that will print the learnt lesson longer in their memory.
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