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Preference of Learning Styles and its Relationship with Academic Performance among Junior Secondary School Students in Dutse Local Government Area, Jigawa State, Nigeria

Listed author(s):
  • Joy N. Njoku

    (Department of Educational Foundations, Guidance & Councelling University of Calabar, Calabar, Cross River State Nigeria)

  • Basiru Abdulhamid

    (School of Arts and Social studies Federal College of Education Kano, Kano State, Nigeria)

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    The thrust of the study was to investigate the preference of learning styles and its relationship with academic performance among Junior Secondary School Students in Dutse Local Government Area, Jigawa state, Nigeria. The study employed survey design. The statistics used for analysis of data were mean, percentages and Pearson Product Moment Correlation Coefficient. From thirty Junior Secondary Schools in the Local Government Area, ten schools were randomly selected. Out of a total students population of two thousand, two hundred students in the selected schools, three hundred and twenty seven students were randomly selected using simple hat and draw method. This sample size was determined using Krejcie and Morgan (1970) table for determining sample size. Two research instruments were used for data collection, namely Barsch leaning style inventory and Academic Performance Test. The result revealed that 217 of the student’s preferred kinesthetic learning style, 66 of them preferred visual style while 44 of them preferred auditory style. It was also noted that the learning style of the students affected their academic performance because the performances of students correlated with the learning styles they preferred. It is recommended that learning should be made more practical since most of the students learnt by doing.

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    Article provided by Conscientia Beam in its journal International Journal of Education and Practice.

    Volume (Year): 4 (2016)
    Issue (Month): 3 ()
    Pages: 127-133

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    Handle: RePEc:pkp:ijoeap:2016:p:127-133
    DOI: 10.18488/journal.61/2016.4.3/
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