Exploring the correlations between learning styles and academic performances of SHS students in integrated science in Gomoa east district

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.