Abstract:
The present study was an attempt to explore the correlation between learning styles of
SHS students and their academic performances in science in the Gomoa East district
of Ghana. The target population of the study was all the students in the Gomoa
district. The accessible population was students in the two public senior high schools
in the Gomoa East district. The study was conducted using a sample size of 280
students. The instruments used for the study were adapted „VAK Learning Styles
Self-Assessment Questionnaire‟ developed by Chislett & Chapman (2005) as well as
results from Integrated Science Achievement Test (ISAT). The validity of the adapted
instrument was enhanced through assessment provided by a professor in science
education and two Mphil students who were familiar with the purpose of the survey.
Both the Learning style questionnaire and the ISAT were subjected to a reliability test
which recorded a Cronbach‟s alpha value of 0.80 and 0.85 respectively. Descriptive
statistics were used to analyze the data, in terms of frequencies, means, and standard
deviation. Pearson‟s moment correlation and t-test were also employed to analyze the
data. The findings of the study revealed that the most preferred learning style of
secondary school students in the district was Visual (43.6%) followed by Kinesthetic
(30%), and Auditory (26.4%). Moreover, the study revealed that there was a positive
correlation between learning style of students and the academic performance in
science. It was also found that a statistical difference existed between learning styles
of first and second year students in the district. However, correlation between the
learning style preferences of males and female students in the district was statistically
insignificant. The findings of the study would enable curriculum planners to suggest
more student-accepted curriculum. It would also suggest to school administrators to
look into the development of facilities to enhance students of Integrated Science.
Description:
A THESIS IN THE DEPARTMENT OF SCIENCE EDUCATION, FACULTY
OF SCIENCE EDUCATION, SUBMITTED TO THE SCHOOL OF
GRADUATE STUDIES, UNIVERSITY OF EDUCATION, WINNEBA IN
PARTIAL FULFILMENT OF THE REQUIREMENTS FOR AWARD OF THE
MASTER OF PHILOSOPHY (SCIENCE EDUCATION) DEGREE