Learning Styles and their Relationship with Achievement of English Scores from Higher Secondary Schools and Colleges Students of District Lahore

The purpose of this study was to find out Learning styles and their relationship with achievement of English scores from higher schools and colleges of District Lahore. The sample consisted of 174 male and 324 female students selected randomly. Grasha & Riechmann's Learning Styles Scale (GR...

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Bibliographic Details
Published in:Journal of educational research 2016-12, Vol.19 (2), p.32
Main Authors: Hassan, Mehboob-Ul, Akbar, Rafaqat Ali
Format: Article
Language:eng ; ger
Subjects:
Academic achievement
Cognitive style
Cognitive styles
College students
High school students
Influence
Learning
Learning Processes
Psychological aspects
Studies
Success
Teachers
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Summary:The purpose of this study was to find out Learning styles and their relationship with achievement of English scores from higher schools and colleges of District Lahore. The sample consisted of 174 male and 324 female students selected randomly. Grasha & Riechmann's Learning Styles Scale (GRLSS) was used to find out the achievement of English scores with different learning styles. Demographic information and score of students were gathered through a questionnaire. Data was analysed by using Pearson Correlation and t-test. Results of the study show that there was a significant and strong positive correlation between competitive, collaborative, participant, avoidant, dependant and independent learning style and academic achievement scores. There was significant difference between competitive, avoidant, dependent, independent learning style and academic achievement score and was no significance difference between collaborative and participant learning styles. Findings more shows that science achievers use more competitive, avoidant, independent, collaborative and participant learning styles while arts achievers use more dependent learning style as compare to the science achievers at intermediate level in the subject of English.
ISSN:1027-9776
2309-8554