The influence of learning styles on academic performance among science education undergraduates at the University of Calabar

This research work investigated the influence of learning styles on academic performance among Science Education undergraduates of the University of Calabar, Nigeria. The learning model used for this study comprised, visual, auditory, kindergarten, global analytical impulsive, reflective, individual...

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Bibliographic Details
Published in:Educational research and reviews 2019-11, Vol.14 (17), p.618-624
Main Authors: Cecilia, Obi Nja, Cornelius-Ukpepi, Beneddtte Umali, Edoho, Emmanuel Asuquo, Richard, Ekonesi Orim
Format: Article
Language:English
Subjects:
Academic Achievement
Aural Learning
Cognitive Style
Correlation
Foreign Countries
Gender Differences
Learning Modalities
Preferences
Science Education
Teaching Methods
Undergraduate Students
Visual Learning
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Summary:This research work investigated the influence of learning styles on academic performance among Science Education undergraduates of the University of Calabar, Nigeria. The learning model used for this study comprised, visual, auditory, kindergarten, global analytical impulsive, reflective, individual and group models. Expo facto design was used for the study. The target population included all Science Education students in the University of Calabar. Two instruments were used for the study, Learning Styles Questionnaire (LSQ) and 2017/2018 second semester examination raw scores of Introduction to Science Education Result (ISER). The Cronbach's Alpha reliability coefficient was used for LSQ and the reliability coefficient was calculated, ranging from 0.62 to 0.82. Proportionate stratified and random sampling techniques were employed to get the sample. A total of two-hundred Science Education undergraduate students were chosen at random from the population. Findings showed that students have different learning styles preference. Data analysed revealed that there was a significant difference in student's choice of learning styles. There was a positive correlation between learning styles and academic performance of students. It was therefore recommended that teachers vary in their teaching methods and strategies to pave way for students to use different learning styles.
ISSN:1990-3839
1990-3839
DOI:10.5897/ERR2019.3806