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Learning Style Differences between High and Low Achievers in Public and Independent Secondary Schools in Lagos State, Nigeria

Author

Listed:
  • Mary O. Akinnawonu
  • Adenike Emeke
  • Stella C. Anyama
  • Stephen D. Bolaji
  • Olabisi Kuteyi-Imonitie
  • Olaoluwa G. Ibilola

Abstract

This study explored the learning styles prevalent among high and low achievers in 14 public and independent senior secondary schools in Lagos State, Nigeria. The study utilised a survey design to elicit information from 414 participants across three local government areas of the state, using a random sampling technique and the English Language Achievement Test (ELAT) instrument. The collected data were analysed using t-test analysis. The findings showed no significant difference in the learning style preferences of high and low achieving students in secondary schools for visual and auditory styles, while there was a significant difference in tactile learning style. Low achievers had a higher preference for the tactile learning style (M = 17.96) than high achievers (M = 16.24). The study also revealed that the most prevalent learning style among high and low achieving students in public and independent secondary schools is visual, followed by auditory, while tactile/kinesthetic is the least prevalent learning style. Based on the findings in this study, a number of recommendations were articulated for teachers, curriculum developers and learners.

Suggested Citation

  • Mary O. Akinnawonu & Adenike Emeke & Stella C. Anyama & Stephen D. Bolaji & Olabisi Kuteyi-Imonitie & Olaoluwa G. Ibilola, 2025. "Learning Style Differences between High and Low Achievers in Public and Independent Secondary Schools in Lagos State, Nigeria," European Journal of Education and Pedagogy, European Open Science, vol. 6(1), pages 77-82, January.
    • Handle: RePEc:epw:ejedu0:v:6:y:2025:i:1:id:30898
    DOI: 10.24018/ejedu.2025.6.1.898
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    References listed on IDEAS

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    1. Stephen Dele Bolaji & Sullay Jalloh & Bisi Imonitie & Abdulai Walon-Jalloh, 2018. "Reversing the Trend of Educational Disparity in West Africa," International Journal of Learning and Development, Macrothink Institute, vol. 8(2), pages 130-142, June.
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