The Influence of Learning Styles and Academic Performance of Biology Students in Secondary Schools

The Influence of Learning Styles and Academic Performance of Biology Students in Secondary Schools

Abstract

The study investigated learning styles and academic performance of Biology students in secondary schools in Oruk Anam Local Government Area. The quasi experimental design was adopted in the study. Population of the study comprises all senior secondary two students who registered for Biology in 2017/2018 academic session. Two research hypotheses were formulated to guide the study. Sample size was 120 senior secondary two Biology students from six public secondary schools in Oruk Anam Local Government Area. Biology Achievement Test was used as the instrument for data collection.

The data collected were analyzed using independent t-test. The result revealed that there is a significant difference in academic performance between students of Biology who adopted kinesthetic and auditory learning styles and that there is no significant difference in academic performance between male and female students who adopted kinesthetic and auditory learning styles. It was recommended that since students prefer kinesthetic learning style, the teachers should help to bridge the gap between realities and abstract in the teaching-learning processes by always demonstrating lesson. Biology teachers should be encouraged to attain workshops, seminars and conferences in order to update their professional requirements and be kept abreast of contemporal issues in the field of study.

TABLE OF CONTENTS

Title Page

Certification

Dedication

Acknowledgements

Abstract

Table of Contents

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CHAPTER ONE      –        INTRODUCTION

1.1     Background to 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

CHAPTER TWO – REVIEW OF RELATED LITERATURE

2.1     Concept of Learning Style

2.2     Kinesthetic Learning style and students academic performance

2.3     Auditory learning style and students academic performance

2.4     Summary of Literature Review  Â

CHAPTER THREE  – RESEARCH METHODOLOGY

3.1     Area of the Study

3.2     Research Design

3.3     Population of the study

3.4     Sample and Sampling Technique

3.5     Instrument for Data Collection

3.6     Validity of Instrument

3.7     Administration of the Instrument

3.8     Scoring of the Instrument

3.9     Method of Data Analysis

CHAPTER FOUR   –        ANALYSIS OF DATA AND

DISCUSSION OF FINDINGS

4.1     Data Presentation

4.2     Discussion of Findings

ÂCHAPTER FIVE     –        SUMMARY, RECOMMENDATIONS

AND CONCLUSION

5.1     Summary

5.3     Conclusion

5.4     Suggestions for further studies

References

AppendixÂ

The Influence of Learning Styles and Academic Performance of Biology Students in Secondary SchoolsÂ

CHAPTER ONE

INTRODUCTION

1.1     Background to the study

A learning style refers to an individual’s natural or habitual pattern of acquiring knowledge. Keefeer (2014) defined learning styles as the composite o characteristics cognitive, affective and physiological factors that serve as relatively stable indicators of how a learner perceives, interact and responds to the learning environment, Felicetti (2010) defined learning styles as those educational conditions under which a student is most likely to learn.

Learning styles are points along a scale that helps 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 (Thompson–Schill, Kraemer and Rosenberg, 2014).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 how meaningful they are to the learning environment, that is, most researchers agree that we have various learning styles and preferences.

However, the researcher agree that it is important to design learning programs to match presentation with the nature of the subject; such as providing correct learning methods, strategies and context Confel (2014) found that graphics and tactile reorientations of the subject matter had noticeable effect on learning outcomes regardless of any attempt to match them with learners found that visual presentations through the use of pictures was advantageous to all students irrespective of a high or low learning style preference was given to the visual images.

It is know that learning process vary from person due to the presence of biological and psychological differences. As pask (2008) point out more than three fifths of a person’s learning styles is biologically imposed. Moreover, all learners have individual attributes relating to their learning process. Also holds that most teachers teach the things have already learned.

These might caused the frustration of a good ember of learner as the witness that their learning performances are not accounted for by many teachers. The case is more serious in a context where  students come from delivers educational experiences and with different cultural backgrounds. Compared to the extensive work one vital area  often neglected is the exploration of learning  style in the classroom. According to Keefe (2004), learning problems are frequently not related to the level of the cognitive process required to learn the material

Additionally, Dunn (2008) found dramatic improvement in students’ achievement in cases where learning  styles have been taken into account show  that the content covered in a course of  study. Learning style are among the concept that are postulated by researchers to show learners difference and varied needs. Learning style is the way a person processes, internalizes and studies new and challenging materials. Students’ performances may be related to learning preferences or styles are aware that difficulty in learning may not rest solely in the materials itself.

Meanwhile, Domion (2010) found out that biology students taught in their preferred learning styles scored higher on tests, fact knowledge, attitude efficiency than those taught in instructional styles different from their styles. This much of teaching styles and learning styles could give negative impact to students.

Merrill (2010) argued that most students are unaware of their learning styles and they are left to their own means. They are unlikely to start a new way of learning. Therefore, knowledge of one’s learning style can be used to increase self awareness about their strengths and weakness as learners. In other words all the advantages claimed for Mata cognition (being aware of one’s own thinking and learning process can be gained by encouraging learners to become knowledgeable about their own learning styles and that of other Cofferled (2014).

1.2     Statement of the problem

The teaching and learning of Biology in Nigerian schools have series of challenges due to the fact that the process involves the effort of both the teachers and students. Thus, one of the major challenges of educational system is lack of students’ participation in the teaching and learning process at all levels especially at senior secondary level of education, affected the quality delivery of instructions. This implies that students occupy the central position in the teaching and learning processes. In view of the important position occupied by students in the teaching and learning processes, approaches to learning become necessary to be studied.

The importance of academic achievement has raised several queries among educational researchers. In search for answers to the queries, a number of attempts have been made by researchers to identify factors which influence academic achievement. It is therefore based on the above quest importance that a question arises on the mind of the researcher regarding the correlation between learning styles and academic achievement of students in basic science in Oruk Anam Local Government Area.

The Influence of Learning Styles and Academic Performance of Biology Students in Secondary Schools

1.3     Purpose of the study

The main purpose of this study is to examine learning styles and academic performance of science students offering Biology in secondary schools in Oruk Anam Local Government Area. Specific objective of the study include:

• to investigate the significant difference in academic performance between students taught using kinesthetic and auditory learning styles in secondary schools;
• to investigate the significant difference in academic performance in between male and female students taught using kinesthetic and auditory learning styles in secondary schools.

1.4     Significance of the study

The finding of this study will be useful in the following ways: To the students, the study is designed toward helping Students to improve upon their learning styles. To the teachers, it is believed that this study will help them to understand the different learning styles adopted by students and therefore use teaching methods that will enhance effective learning irrespective of the students’ learning styles.

To the counselors, it will help in yielding a good basis for students counseling on self-discipline and the right attitude towards studies. Following the findings of the study, Ministry of Education will have basis for organizing seminar for students on how to adopt and harness their learning styles. As a data bank, it is envisaged that this research work will serve as a store of information for future researchers who may wish to delve into the same area of study in future.

1.5     Research HypothesesÂ

The following hypotheses were formulated to guide the study:

• There is no significant difference in academic performance in Biology between students taught using kinesthetic and auditory learning styles.
• There is no significant difference in academic performance in Biology between male and female students taught using kinesthetic and auditory learning styles.

1.6     Delimitation of the Study

The study focused on examining students learning styles and academic performance in Biology. It specifically narrowed to two (2) learning styles (kinesthetic and auditory) on the academic performance of students in Biology in Oruk Anam Local Government Area. The study was limited to only senior secondary two.

1.7     Limitation of the Study

The study was faced with lack of adequate funding and poor rural road network which constrained the extent of this research work as well as lack of sufficient time due to other academic engagement of the researcher.

1.8     Definition of TermsÂ

The following terms were defined as used in the study:

Learning Style: This refers to an individual’s natural or habitual pattern of learning and acquisition of knowledge.

Kinesthetic Learning Style: It is a learning style that the learner uses the hands in learning; they learn best by making experiments and manipulating objects.

Auditory Learning Style:This is a learning style in which the learner learns best through hearing the information passed through the use of human voices, recorded tape or audio compact disc.

CHAPTER FIVE

SUMMARY, RECOMMENDATIONS AND CONCLUSION

This chapter focused on the summary, recommendations and conclusion based on the findings of the study.

5.1     Summary

The research investigated learning styles and academic performance of students in Biology in secondary Schools in Oruk Anam Local Government Area. Quasi experimental design was adopted in the study.The population of the study comprises all senior secondary two students who registered for Biology in 2016/2017 academic session. The sample size was 120 senior secondary two Biology students from six public secondary schools in Oruk Anam Local Government Area.

Two research hypotheses were formulated to guide the study. Students’ raw scores in Biology Achievement Test was the instrument for data collection. The data collected were analyzed using independent t-test statistical technique. Findings showed that there is a significant difference in academic performance between Biology students who adopted kinesthetic and auditory learning styles. Moreso, that there is no significant difference in academic performance between male and female Biology students who adopted kinesthetic and auditory learning styles.

5.2     Recommendations

Based on the findings of this study, the following recommendations were made:

1. Teachers should be creative and resourceful by complementing their lessons with standard or improvised local resources to enhance kinesthetic learning style among students.
2. Biology teachers’ should be encouraged to attain workshop seminars and conferences in order to update their professional requirement for teaching of the subject.
3. Government should provide laboratory materials and equipment to enhance effective presentation and teaching of Biology for students since they prefer kinesthetic learning style.

5.3     Conclusion

Arising from the findings of this study, the brilliant academic performance of biology students largely depends on the ingenuity of using kinesthetic learning styles and how the learners respond to the learning environment. Therefore, it is concluded that kinesthetic learning style helps students’ to be academically alerts as they crystallize their thinking with a clear set of objectives than auditory learning style.

5.4     Suggestions for Further Studies

To increase the   knowledge learning styles, studies should be conducted on the following.

1. Study habits and academic performance of students in Biology.
2. The scope of the study should be expanded to embrace other Local Government Areas within the State.