Learning Styles: Tools for Understanding Media Selection and Learners’ Academic Achievement in Physics

Folashade Afolabi

doi:10.31258/jes.5.4.p.584-597

Abstract

The study examined learners’ learning styles and media format on academic achievement among physics distance learners. Two hundred and Ninety-five learners were used for the study and were selected through purposive sampling techniques by balloting. Fleming NARK model Index of Learning Style questionnaire (ILSQ) and PAT Physics Achievement Test with reliability coefficient of 0.88 and 0.78 using test-retest method and KR-21. The two instruments were used for data collection. Data collected were analyzed using Analysis of Covariance (ANCOVA). The results showed that no significant difference exists in the achievement of learners with varied learning styles (visual, auditory and kinesthetic) when taught using print format, audio and audio visual. However, results indicated that Kinesthetic is the most effective learning style when learners were taught with audiovisual media format which significantly influences learners’ achievement. The study recommends that there is need for teachers to diversify their strategy to compliments all types of learners.

Highlights

Teaching is a process of engaging learners in order for them to understand and apply the acquired knowledge, concepts and processes to solve life situation and problems which they will be confronted with and eventually realized a civilized community (Ali, 2009)
Based on the objectives of the study, the following hypotheses were formulated at 0.05 level of significance H01: No significant difference exists in the achievement of physics learners with different learning styles when taught using print format H02: No significant difference exists in the achievement of physics learners with different learning styles when taught using audio format H03: No significant difference exists in the achievement of physics learners with different learning styles when taught using audiovisual format H04: No significant main effect of learning style on physics learners’ achievement H05: No significant interaction effect of treatment and learning styles on Learners’ achievement
Research Hypothesis 1: No significant difference exists in the achievement of physics learners with different learning styles when taught using print format through the learning management system (LMS)

Summary

Introduction

Teaching is a process of engaging learners in order for them to understand and apply the acquired knowledge, concepts and processes to solve life situation and problems which they will be confronted with and eventually realized a civilized community (Ali, 2009). The content of what the teacher transmit to learners in physics is dependent on the learning resources put together and the mode of dissemination for effective learning to take place (Murundu, Okwara, Otienoh & Murundu, 2017). Physics has always perceived by students as abstract and difficult to understand. These had made students’ academic achievement in the subject to be relatively poor (Fanuel Wesonga & Aurah, C, 2019). For objectives of the subject to be realized, physics should be taught using adequate instructional strategies.

Objectives

Methods

Results

Discussion

Conclusion