Learning Styles as Predictors of Classroom Dialogue Among Upper Basic Science Students in Taraba State, Nigeria

Abstract

The study investigated if learning styles are predicators of classroom dialogue among upper basic students in basic science in Taraba State, Nigeria. The sample of this study was made up of 392 UBE3 students that were drawn from 14 upper basic schools. This study adopted the correlational research design. The instrument known as Learning Styles Preference Questionnaire (LSPQ) and Classroom Dialogue Scale (CDS) was used to collect data for this study. LSPQ and CDS were trial tested which yielded the reliability values of 0.87 and 0.79 using Cronbach Alpha respectively. Five research questions and five null hypotheses guided the study. The research questions were answered using multiple regression analysis while, the hypotheses were tested using ANOVA of regression analysis. The study revealed among other that there is significant relationship between visual learning style and classroom dialogue [F 1, 129 = 0.197; p < 0.05]. There is no significant relationship between auditory learning style and classroom dialogue [F 1, 107 = 0.142; p>0.05]. There is significant relationship between visual, auditory, reading-writing, kinesthetic learning style and classroom dialogue [F 4, 391 = 3.101; p<0.05]. It was recommended among that students should be encouraged as they adopt visual and kinesthetic learning styles in order to enhance their learning and classroom dialogue. Education stakeholders should organize conferences to encourage basic science teachers to adopt visual and kinesthetic learning styles in teaching in order to enhance classroom dialogue. Keywords: Learning styles, classroom dialogue, and Basic Science. DOI: 10.7176/JEP/11-11-04 Publication date: April 30 th 2020