LEARNING STYLES AND STUDENT’S ACADEMIC PERFORMANCE IN ECONOMICS IN SECONDARY SCHOOLS

LEARNING STYLES AND STUDENT’S ACADEMIC PERFORMANCE IN ECONOMICS IN SECONDARY SCHOOLS
LEARNING STYLES AND STUDENT’S ACADEMIC PERFORMANCE IN ECONOMICS IN SECONDARY SCHOOLS

LEARNING STYLES AND STUDENT’S ACADEMIC PERFORMANCE IN ECONOMICS IN SECONDARY SCHOOLS

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TABLE OF CONTENT

Title Page

Certification

Dedication

Acknowledgements

Abstract

Table of Contents

CHAPTER ONE: INTRODUCTION

1.1    Background to the Study

1.2    Statement of the Problem

1.3    Purpose of the Study

1.4    Research Questions

1.5    Research Hypotheses

 

1.6    Significance of the Study

1.7    Delimitation of the Study

1.8    Limitation of the Study

1.9    Operational Definition of Terms

 

CHAPTER TWO: LITERATURE REVIEW

CHAPTER THREE: RESEARCH METHODS

3.1    Research Design

3.2    Area of the Study

3.3    Population of the Study

3.4    Sample and Sampling Technique

3.5    Instrument for Data Collection

 

3.6    Validation of the 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, RECOMMENDATIONS

AND CONCLUSION

5.1    Summary

5.2    Recommendations

5.3    Conclusion

5.4    Suggestion for Further Studies

REFERENCES

APPENDIX

 

CHAPTER ONE

INTRODUCTION

1.1   Background to the Study

Learning styles has been defined as a consistent way of functioning that reflects the underlying causes of teaching behaviour (Keefe, 2017) learning style is both a characteristics which indicates how a student learns and likes to learn as well as instructional strategy informing the cognitive, context and content of learning, previous studies have reported that students’ learning performance could be improved if proper learning style dimensions could be taken into consideration when developing any learning or instructional process (Graf, Liv, & Kinshuk, 2020). Thus, this is general acceptance that lined to approach a learning situation has an impact on performance and achievement of learning outcomes.

Whilst and Perhaps because learning styles has been the focus of such a vast number of research and practitioner based studies in the area, there exist a variety of definitions, theoretical propositions, models, interpretation and measure of the construct, to some extent, this can be considered a natural consequence of extensive empirical investigation and is to be expected with any continually developing concept which proves useful in gaining understanding of such a crucial and prevailing endeavor as learning.

Learning style can also be described as a set of factors, behaviours and attitudes that facilitate learning for an individual in a given situation.

 

LEARNING STYLES AND STUDENT’S ACADEMIC PERFORMANCE IN ECONOMICS IN SECONDARY SCHOOLS

In fact, styles influence how students learn, how teacher teach, and the two interact. Each person is born with certain tendency towards particular styles, but these biological or inherited characteristics are influenced by culture, personal experiences, maturity level and development style can be considered a contextual variable or construct because what the learner brings to the learning experiences is a part of the content as well as the important features of the learners experience itself.

 

Without reservation, each learner has distinct and consistent preferred way of perceptions, organization and retention students learn differently from each other and it has been determined that brain structure influences language structure acquisition. It has also been shown that different hemispheres of the brain certain different perceptions avenues. Keefe and Ferrell (2019) point out that learning problem are frequently not related to difficulty of the subject matter but rather to the type and level of the cognitive process required to learn the material (Dunn 2020) added that dramatic improvement in students performances in cases where learning styles have been taken into account shows that the way things are taught had a greater impact than the content covered in a courses of study.

Furthermore, learning styles are among the concepts that are postulated by researches to show learners differences and varied needs which can contributes positively or negatively to their level of academic performance. Specifically, the various styles that learners adopt in learning include; AUDITORY LEARNING STYLES. Visual learning styles and kinesthetic learning styles.

However, in auditory learning styles students learn best by hearing and speaking. They often talk more than the average person are very social, enjoy hearing stories and jokes understand concepts by taking about them and may excel in music in the performing arts. Also they remember names and recognize tone of voice well.

In addition, Njoku (2018) noted that verbal reception is an effective means of study for auditory learners he added that the best learn by reading words aloud to help them remember key points; visual learning styles are the one student absorb information by seeing, students with this learning style enjoy reading; having good hand writing are very detail oriented, organized and have a keen awareness of colour and shapes. Learning styles and student’s academic performance in economics in secondary schools.

 

Undeniably, there are the students that remember people’s faces better than their names and they often need to maintain eye contact with a person to concentrate on a conversation (Dana 2020) observes that diagrams, mine maps, word webs and other form of graphic organizers help the visual learner to gat the good form of instruction.

Hence, research has shown that visual learning style is ace of the best style of learning. Base on a graphical way of working with ideas and presentation of information. These styles naturally and confidently. They uses visual tools combining pictures, text, numbers and spoken words to develop vocabulary, word recognition comprehension reasoning and problem solving skills. Therefore, based on this background, this study aimed to examine learning styles and student’s academic performance in economics in secondary schools.

 

  1.2   Statement of Problem

Without a doubt, with the central low achievement in Economics, it is evident that learners have not yet learned how to learn or discovered their preferred learning styles for different materials or content in this subject. Also, teacher have not understood the diversity of their learners in a typical classroom, and they keep of embracing the same traditional teaching styles in every context.

In consequence, students because bored and inattentive in class, do poorly on test, get discouraged about the subject, the curriculum and themselves and in some worse cases drop out of school. Moreover, teachers confronted by poor grades, unresponsive or hostile learners, poor attendance and dropouts, know something is not working, they may become overly critical of their students (making things even worse) or begin to wonder if they are in the right profession.

 

In addition, these theories provide a frame work that enable teachers to reap the very best from their learners through developing a variety of instructional methodologies to benefit all learners, and more importantly helping the student learn how to learn and consequently achieve better academic results. It is therefore imperative to understand learning style performance among the learners and how they relate to academic achievement so as to develop effective and successful learners. Therefore, this study aimed to examine learning styles and student’s academic performance in economics in secondary schools.

 

1.3   Purpose of the Study

The purpose of this study is to investigate learning styles and student’s academic performance in economics in secondary schools. Specifically, the study will seek to;

i       find out the relationship between auditory learning style and students academic performance in Economics in secondary schools.

ii       examine the relationship between visual learning style and students academic performance in Economic in secondary schools.

 

1.4   Research Questions

The following research questions were formulated to guide the study;

i       what is the relationship between visual learning style and students academic performance in Economic in secondary schools?

ii       is there any relationship between auditory learning style and students academic performance in Economics in secondary schools?

 

1.5   Hypotheses of the Study

The following research hypotheses were formulated to guide the study:

  • There is no significance relationship between auditory learning style and students academic performance in economics in secondary schools.
  • There is no significance relationship between visual learning style and students academic performance in economics in secondary schools.

 

1.6   Significance of the study

In brief, the researcher hopes to gather crucial and enough information to help instructors recognize the important relationship between learning styles preferences and academic achievement.

 

But more importantly, the teachers will help the learners discover their learning, that is meta-learning and develop successful and life-long learners. Further, students will benefit from the knowledge about their own learning through modifying their habits and materials for optimum learning.

 

Definition of terms

For the purpose of avoiding ambiguity in the use of terms, the following terms will be used in this study:

Learning style:This is a range of competing and contested theories that aims to account for differences in individual learning. It is also a preferential way which the student absorbs process comprehends and retains information taught or learnt individually.

Auditory: This relate to the sense of hearing.

Visual: In brief, this relates to seeing and sighting.

Academic Performance: In brief, this is the level of knowledge or skills obtained by students in a given subject usually measured by a test score or examination grade obtained by student in the school.

Learning: it is acquiring modification of existing knowledge, skills, habits or tendencies through experience, practice or experience.

 

Conclusion

On the basis of the findings of the study, the following conclusions were drawn which the findings of the study revealed;

  1. There is a significant difference between auditory learning style and academic performance of secondary school students in Economics
  2. There is a significant difference between Visual learning style and academic performance of secondary school students in Economics.

 

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