Relationship Between Learning Style And Academic Achievement Among Secondary Student In Warri South Local Government Area Of Delta State
Gbubemi Rita Dore, Ph.D
Ministry of Women Affairs Social and Community Development, Asaba, Nigeria.
Chidiebere Nneka Martins, Ph.D
Universal Basic Education Board, Port-Harcourt, Nigeria.
Abstract
The current study investigated the extent of relationship between learning style and academic achievement among secondary school student in Warri South Local Government Area of Delta State. To guide the study, 4 research questions and their corresponding null hypotheses were stated. The correlational research design was adopted for the study using a sample of 250 secondary school students drawn through proportional stratified sampling technique. 2 instruments were used for data collection which are the Learning Style Scale (LSS) and showed that the instruments possessed adequate psychometric qualities. For data analyses, that collaborative learning style has the greatest relationship with student’s academic achievement, while avoidant learning style had a negative relationship with academic achievement. On the basis of the result, appropriate recommendations were made.
Author Biography
Chidiebere Nneka Martins, Ph.D, Universal Basic Education Board, Port-Harcourt, Nigeria.
The current study investigated the extent of relationship between learning style and academic achievement among secondary school student in Warri South Local Government Area of Delta State. To guide the study, 4 research questions and their corresponding null hypotheses were stated. The correlational research design was adopted for the study using a sample of 250 secondary school students drawn through proportional stratified sampling technique. 2 instruments were used for data collection which are the Learning Style Scale (LSS) and showed that the instruments possessed adequate psychometric qualities. For data analyses, that collaborative learning style has the greatest relationship with student’s academic achievement, while avoidant learning style had a negative relationship with academic achievement. On the basis of the result, appropriate recommendations were made.