IMPACT OF LEARNING STYLES ON STUDENTS ACHIEVEMENT IN ENGLISH LANGUAGE IN ADO-ODO OTA ZONAL EDUCATION AREA, OGUN STATE
ABSTRACT
Learning style refer to the ability of learner to perceive and process information in learning situation. This project work is an analysis of learning style prevalent among Junior Secondary School students. It was conducted on four learning style visual, auditory, read/write and kinesthetic (VARK) learning style. It also tries to find out the effect of different learning styles on academic achievement of students Questionnaire were used for data collection and simple percentage statistic were used in data analysis. A sample of 100 students of Junior Secondary School 1 to 3 in Ado-Odo Ota Zonal Education Area, Ogun State was selected for the study. Findings of the study reveal that:
- Students have preferred learning style
- There will be a common order of preference in learning styles among scholars of English Language at the Junior Secondary School.
- Read/Write learning style is prevalent among scholars of English Language at the Junior Secondary School.
TABLE OF CONTENTS
Title Page i
Certification ii
Dedication iii
Acknowledgement iv-v
Abstract vi
Table of content vii
Chapter One: Background of the study
- Introduction 1
- Statement of the problem 5
- Purpose of the study 6
- Research Question 7
- Significance of the study 7
- Scope of the study 8
- The Limitation of the study 8
- Definition of Terms 8
Chapter Two: Review of Related Literature
2.0 Review of Related Literature 11
2.1 Understanding Different Learning Styles 17
2.2 Understanding the Basis of Learning Styles 21
2.3 Learning Style Models: 23
- Learning Modalities
- David Kolb’s Models
- Anthony Gregorc’s Model
- Reichmann- Grasha Model
- Myers Briggs Type Indicator Model
- Neil Flemming’s VARK Model
- The Dunn and Dunn Learning Style Model
Chapter Three: Research Methodology and Procedure
3.0 Introduction 41
3.1 Research Design 41
3.2 Population of the study 42
3.3 Sample and Sampling Techniques 42
3.4 Research Instrument 43
3.5 Validity of the Instrument 44
3.6 Reliability of the Study 44
3.7 Method of Data Collection 44
3.8 Data Analysis 45
Chapter Four: Analysis of Result and Decision
Discussion of Findings 46
Chapter Five: Summary, Conclusion Recommendations
and Suggestion
5.1 Summary 55
5.2 Conclusion 57
5.3 Recommendations 58
5.4 Suggestions 58
References 60
Appendix 65
CHAPTER ONE
BACKGROUND OF THE STUDY
- Introduction
Oyinloye (2007) in his research states that the problem of persistent poor performance of students in English language has been an issue of concern to curriculum planners, educational psychologists, linguists and researchers. Attempts to find lasting solution the this problem made researchers beam their search light on ways of improving the methods and strategies of teaching English language in schools as a means of improving student performance.
Although the studies of improving the method and strategies of teaching by Alonge (2007) had far-reaching effect on the teaching of English language but they have not been able to completely wipe-out the problem of mass failure of Nigeria secondary school students in English language.
The above assertion perhaps confirms the declaration of Mabekoje. P. (2006) that improvement in method and strategies of teaching cannot alone solve the persistent problem of student’s poor performance in English language but that classroom instruction should shift its focus from teacher oriented approach to a learner-oriented approach toward English language learning and teaching. the shifting has to occur because it is assumed that most students were only struggling with good performance in English language since quiet numbers of their teachers have not been able to identify the student prominent way of learning which is professionally known as “learning style” this is an individual’s natural or habitual pattern of acquiring and processing information in learning situations.
Abbas .P. et al (2012) define learning style as a set of factors, behaviours and attitude that facilitate learning for an individual in a given situation which means that every child follows its own unique way to learn and process information. They learn materials in different ways, some learn by oral repetition, some may learn by writing it out while others may learn through practical work. Individual differ in the way they learn.
The importance of learning style to student cannot be over emphasized, this explain the claim of Celce-Marcia (2001) that understanding the way student learn is of crucial importance and is the key to educational improvement which teachers should identify and assess before adapting their teaching methods so as to best fit each student learning style and achieve the stated objectives.
In the view of Riazei and Riasati (2003) when mismatches exist between learners learning style and the teacher’s teaching style, the student may become bored and inattentive, do poorly in test, get discourages about the subject, the curriculum likewise themselves and in some cases drop out of school.
It also appears that most English Language teachers do not take cognizance of their student learning style knowing fully well that each child is born with certain tendencies towards particular styles but these biological or inherited characteristics are influence by culture ,personal experience, maturity level and development which make individual differs in their learning activities without recoursing to the learners, thereby ultimately failing to meet the need of individual student in English Language.
In a bid to resolve some of the challenges identified above teachers must understand their roles in developing an enviable learning environment that can bring about learning transformation of the student through identification and effect use of learning style to achieve the set goals and objectives of teaching.
Gardner’s Research (2000) has shown that human cognitive ability is pluralistic rather than unitary and that learner of any subject will make greater progress if they have the opportunity to use their area of strength to master the necessary material. He recommends that teachers should use a wide variety of ways to deal with the subject English Language because genuine understanding is most likely to emerge and be apparent to others.
- The problem of the study
The problem of mass failure of Nigeria Secondary School scholars in English Language point to the fact that majority of the students fared poorly because they were unable to decode higher order of questions which required deep thinking. As a result of conflicting research report on learning styles in relation to student academic achievement there is need to further investigate on the attitude of English Language Teachers who do not take cognizance of the students learning style which result to persistent poor performances of scholars.
- Purpose of the study
The compelling rationale for this is to serve as an eye opener to English Language teachers and other subject teachers in general to discover their student’s best way of decoding important information in English comprehension, speeches, structure and how to construct good write ups using their own style. The study will further find out the way learning style relate to the learners achievement in English Language of its influences on their academic preference. Also to find out the extent at which learning style is prevalent among learner/students of English Language at the Junior Secondary School.
- Research Questions
The study specifically attempted to seek answers to the following question:-
- Do students have preferred learning style?
- Would there be a common order of preference in learning styles among scholars of English Language at the Junior Secondary School?
- Which learning style is prevalent among scholars of English Language at the Junior Secondary School?
- Significance of the study
The study is expected to provide information in the relationship between student learning style and their achievement in English Language. Findings, this study will also provide an insight for English Language teachers into the ways students prefer to learn English Language. Ultimately, the result of this study would be an eye opener to all teachers in Nigeria especially English Language teachers on the role learning style plays in the learning process thereby helping to improve their teaching and to reduce students problem in English Language.
- Scope of the study
The study investigated the correlation between learning styles of students and their achievement in English Language in four Junior Secondary Schools only.
- The Limitation of the study
The boundaries or limitation of this study is on English Language among other subjects due to financial constrains.
1.8 Definition of Terms
In this study, there is need to define operational terms and such concepts are:
Influence:- The power to affect the way someone or something develops behaves or think without using direct force or orders.
Learning:- The process of gaining knowledge and experience through reading and studying.
Style:- The particular way of behaving , doing, designing or producing something
Achievement:- Something important that you succeed in doing by your own effort
Learning style: Is an individual’s natural or habitual patter of acquiring and processing information in learning situations.
VARK:- Visual, Auditory, Read/Write and Kinesthetic
Performance: The standard of success that someone or something achieves
Students:- Someone who is studying at the university, college or school
Teacher:- An individual whose job is to teach.
Adapting:- To make something more suitable for a new use or for a different purpose
Objectives:- Something you are trying hard to achieve.
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