Research Proposals

LEARNING STYLES AND ACADEMIC PERFORMANCE OF STUDENT’S IN CHEMISTRY

LEARNING STYLES AND ACADEMIC PERFORMANCE OF STUDENT’S IN CHEMISTRY

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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

 

CHARTER TWO: REVIEW OF RELATED LITERATURE

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

4.1      Data Analysis

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. Moreover, Keefeer (2023) 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.

Furthermore, Felletti (2020) defined learning styles as those educational conditions under which a student is most likely to learn. In fact, 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.

 

LEARNING STYLES AND ACADEMIC PERFORMANCE OF STUDENT’S IN CHEMISTRY

Thompson-Schill, Kraemer, Rosenberg, (2019) 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 2014). For example, in a large Meta study, Marzano (2022) found, that graphics and tactical representations of the subject matter had noticeable effects on learning outcomes regardless of any attempt to match them with learner’s learning styles. Learning styles and academic performance of student’s in Chemistry in secondary schools.

 

Another study found that visual presentations through the use of pictures was 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, (2014).

In addition, according to Merrill (2020), 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. Therefore, this study aimed to examine learning styles and academic performance of student’s in Chemistry.

 

1.2   Statement of the problem      

There have been identified poor scores in secondary schools students’ examination in chemistry. Moreover, this indication points to low level of academic performance and skills acquisition amongst students.

However, a number of factors have been reportedly said to be responsible for this low level performance. Thus, one of these assumed factors is learning styles.

The researcher sought to identify the types of learning styles that could be used to improve 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 of learning styles and academic performance of student’s in Chemistry?

 

1.3   Purpose of the study

The main purpose of the study was to examine learning styles and academic performance of student’s in Chemistry in secondary schools. Specifically, the objective of the study was to:

(a)    Examine the influence of visual learning styles on students’ academic performance in Chemistry.

(b)    Find out if there is influence of auditory learning style on students’ academic performance in Chemistry.

(c)    Find out if there is any influence of kinesthetic learning style on the academic performance of Chemistry students.

 

1.4   Significance of the study

This study is considered significant for the following reasons:

(a)    Firstly, the study will help in identifying different learning styles used by students in Chemistry. This is important because it will make the teachers to tailor their teaching materials to achieve maximum result from the students.

(b)    The findings of this study will also open the avenue for practicing teachers and students to be aware of different learning styles. Learning styles and academic performance of student’s in Chemistry in secondary schools.

(c)    The study will as well serve as a spring board upon which other related researchers could base, thus adding to existing literature.

 

1.5   Research Hypothesis

The following research hypotheses were formulated to guide the study at 0.05 levels of significance.

  1. There is no significant difference in the academic performance of students exposed to visual learning style and those exposed to auditory learning style.
  2. There is no significant difference in the academic performance of students exposed to kinesthetic learning style and those exposed to audio learning style.

 

Conclusion

It is evident from all that has been discussed in this study that the brilliant performance of students who learned using kinesthetic style depends largely on how learners responded to the learning environment as it was indicated by the students’ ability to comprehend the concept and recall what they had learned.

It is therefore concluded that kinesthetic learning style helps students’ to be academically oriented and crystallize their thinking with a clear set of objectives than visual and auditory learning style.

 

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