Influence of Learning Styles and Teaching Strategies on Students’ Achievement in Biology
AbstractThis study investigated the effect of learning styles (active/reflective, sensing/intuitive, visual/verbal, and sequential/global) and teaching strategies (guided inquiry, demonstration and lecture) on students’ achievement in biology. Three research questions and three null hypotheses were formulated to guide the study. Two hundred and forty (240) Senior Secondary Two (SSII) biology students, comprising of one hundred and thirty six (136) females and one hundred and four (104) males were randomly drawn from six (6) Secondary Schools in Uyo Metropolis. A non-randomized control group pretest-posttest design was used for the study. Two research instruments used in gathering data for the study include: Biology Achievement Test (BAT) and Index of Learning Style Questionnaire (ILSQ). Pearson Product moment correlation was used to establish the reliability coefficient for Biology Achievement Test which stood at 0.86 Analysis of covariance (ANCOVA), Multiple Classification Analysis (MCA) and Scheffe multiple comparison test were the statistics used to analyse the data. From the findings, a significant effect was found to exist in the academic achievement of biology students taught with guided-inquiry considering their learning styles. Key words: learning, learning style, teaching strategies
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Bibliographic InfoPaper provided by Voice of Research in its series Working papers with number 2013-5-2.
Date of creation: Mar 2013
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