AN EXAMINATION OF THE LINK BETWEEN LEARNING PATTERN AND ACADEMIC ACHIEVEMENT OF STUDENTS

AN EXAMINATION OF THE LINK BETWEEN LEARNING PATTERN AND ACADEMIC ACHIEVEMENT OF STUDENTS

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BACKGROUND OF THE STUDY

For some time, educational researchers have been examining the techniques by which individuals learn, a topic of significant interest to those working in higher education. This gave rise to the notion of learning styles, of which there are various varieties. Cognitive style (e.g., Riding & Cheema, 1991; Allinson & Hayes, 1996; Rayner & Riding, 1997) relates to how students approach cognitive activities and'make sense of their environment' (Price, 2004), whereas learning preferences (e.g., Reichman & Grasha, 1974) refers to how students like to be taught. Learning approaches (e.g., Entwistle & Ramsden, 1983) refer to how students use specific strategies (surface, deep, strategic) when studying, whereas information processing (learning style) (e.g., Kolb, 1984; Honey & Mumford, 1986) refers to how students approach different learning tasks in a consistent manner. According to certain cross-cultural study, certain ethnic groups have learning styles that differ from those of other ethnic groups (Dunn et al., 1990). Witkin and Berry (1975) discovered that people' learning methods might be influenced by their cultural background. While not all people of a given culture learn in the same way, there are patterns in how individuals of other cultures learn more efficiently (Flannery, 1991). Other factors of the individual, such as gender or academic major, might explain any variation in learning methods (Miller & Escolme, 1990). Dorsey and Pierson (1984) discovered that age and past experience have a greater influence on learning style than gender or ethnic origin. According to Claxton and Murrel (1987), students' perceived understanding of learning styles improved their academic achievement in college courses. Nelson et al. (1993) discovered that knowing about learning style preferences improves college students' success and lowers their dropout rate. Corlett (1992) discovered that when students are taught in a way that is congruent with their learning styles, they achieve higher levels of academic accomplishment, improve their attitudes toward learning, and have fewer discipline issues. Kirk (1986) discovered a link between learning styles and grade point average and parental education. However, age, gender, and college major/minor have no significant correlation. The purpose for assessing student learning styles, according to Blank and James (1993), is to be able to offer a learning environment that maximizes learning for each student by teaching to his or her strengths and avoiding weakness.

There has been minimal study on the link between intellect, critical thinking, and learning styles. Some examples are shown below: According to Schmeck and Ribich (1978), pupils who scored high on critical thinking also scored high on deep processing but low on systematic study. This revealed that deep processors have high reflective thinking abilities whereas methodical pupils have low skills. Review of Related Studies 30 Stewart (1979) investigated the distinction. Hackman (1988) devised a research to see if there are variations in learning style preferences between gifted and non-gifted pupils. The study's findings demonstrated that there were substantial learning style disparities between gifted and non-gifted children. Gifted students, as opposed to their non-gifted peers, expressed strong positive preferences for a cluster of self-directed instructional activities (independent study, discussion, and teaching games) and strong negative preferences for several teacher-directed activities (lecture and programmed instruction), whereas non-gifted students showed strong positive preferences for a cluster of teacher-directed activities (lecture, lecture, and teaching games) (projects and discussion). It is possible to deduce from this that IQ is related to learning style. Verma and Tiku (1990) investigated the

There is widespread agreement that how people choose to or are predisposed to approach a learning scenario has an influence on their performance and accomplishment of learning outcomes. While—and possibly because—learning style has been the subject of so many research and practitioner-based studies in the field, there are several definitions, theoretical hypotheses, models, interpretations, and assessments of the concept. According to Keefe (1997), the three main quandaries are, 'how can we increase our pupils' success if we don't know how they learn?' How can we claim to be serious about building a learning society if we don't have sufficient answers to the questions: what model of learning do we employ, and how do we utilize it to better our own and our students' practice? The concept that instructors, course designers, and educational psychologists should pay more attention to students' learning styles—by diagnosing them, encouraging learners to reflect on them, and building teaching and learning interventions around them—has a strong intuitive appeal. When this is done, learners will be more driven to study since they would be aware of their own strengths and flaws. In turn, if instructors can adapt to students' strengths and shortcomings, retention and success rates in formal programs are expected to increase, and learning to learn skills provide a basis for lifetime learning. Sternberg (1997) claimed that styles are at least somewhat socialized, implying that they may be adjusted to some extent. As a result, knowing your learning style preference may help you improve your metacognition and learning skills and talents to the best of your ability, optimizing your learning (Sternberg, 1997). In conclusion, Sternberg (1997) argued that increased understanding of learning preferences and styles enables teachers to be more flexible in their teaching and to employ a variety of classroom approaches. The goal is not to match the teaching style to the learner's preferences, but to assist the learner in developing their skills and capacities to learn well in both preferred and less preferred modes of learning (meta-learning), thereby developing effective and life-long learners who can monitor their learning strategies and evaluate their outcomes or achievement. Although it has been shown that students' learning styles do have a major impact on their academic accomplishment, these conclusions are based primarily on studies performed in other nations 4 and vary depending on the country. According to Gokalp (2013), a country never ceases exploring and developing its unique learning processes in order to adapt to the needs specific to its circumstances (Yamazaki, 2005). Bennett (1993), for example, concludes that African American learning patterns may be contradictory with the instructional methodologies used in most schools. As a result, it is important to explore the link between learning styles and academic accomplishment from a country-context perspective (Bennett, 1993), which is the goal of this study. The findings of this study add to and reinforce the belief that learning styles as determined by self-assessment instruments improve academic achievement, because the learner is able to discover his/her preferred method of knowledge acquisition and the learning process they employ in a learning situation, particularly in secondary school.

1.2 STATEMENT OF THE PROBLEM

Because of the present poor accomplishment in practically all academic disciplines, it is clear that students have not yet learnt how to learn or identified their preferred learning methods for different learning materials or information in this subject. Furthermore, teachers in a normal classroom have failed to recognize the uniqueness of their students, and they continue to use the same old teaching approaches in all contexts. As a result, students get bored and inattentive in class, do badly on examinations, become disheartened about the topic, the curriculum, and themselves, and, in some circumstances, drop out. When teachers are presented with bad grades, indifferent or angry pupils, poor attendance, and dropouts, they know something is wrong; they may become unduly critical of their students (making matters worse) or begin to question whether they are in the appropriate profession. Learning style theories have been highlighted as an efficient technique of assisting teachers in recognizing the vastly various demands that students bring to the classroom, as well as assisting students in discovering how they study best for maximum academic accomplishment. Furthermore, these theories give a framework that enables teachers to get the most out of their students by designing a range of instructional approaches that assist all learners and, more significantly, helping students understand how to learn and, as a consequence, achieve higher academic achievements. To produce effective and successful learners, it is critical to understand learners' learning style preferences and how they connect to academic attainment.

1.3 OBJECTIVE OF THE STUDY

The main objective of this study is to discover the mutual relationship between learning style and the academic performance among secondary school students. The specified objectives that will guide the research are:

1.     To identify the learning style preferences among the students

2.      To determine the academic performance levels of students

3.     To discover the relationship between learning style and academic performance of the study.

4.     To find out what measure can be taken to help the students with low academic performance.

1.4 RESEARCH QUESTIONS

The following questions will guide the researcher while conducting the research and also help to achieve the specified objectives:

1.     What are the different learning styles that exist?

2.     What is the percentage level of the student’s academic performance?

3.     Is there any relationship between learning style and academic achievement of the students?

4.     What measure can be taken to help the students with low academic performance?

1.5 SIGNIFICANCE OF THE STUDY

This study is aimed at assisting teachers and educational psychologists/researchers understand the various learning styles favored by the learners. In addition, the researcher hopes to gather crucial and enough information to help instructors recognize the important relationship between learning styles preferences and academic achievement. If indeed significant relationship is exposed, further credibility will be afforded for the theory that learning styles play a crucial role in students ‘academic achievement and the learning style assessment instrument proposed for this study (the Barsch Learning Styles Inventory) would then become a means to assist teachers understand their learners ‘learning style preferences and adjust it to maximize learning and hence improve academic achievement. But more importantly, the teachers will help the learners discover their learning, that is meta-learning, and develop successful and life-long learners. Further, students will benefit from the knowledge about their own learning style and can take control or direct their own learning through modifying their habits and materials for optimum learning. According to Sternberg (1997), when learners learn in a way that suits them, improvements in the effectiveness of the learning process normally ensue.

1.6 SCOPE OF THE STUDY

This study covers the entire secondary school students of Alaafin high school and Alaafin grammar school, Agunpopo, in Atiba local government area of Oyo state.

1.7 DELIMITATION OF THE STUDY

The major problem faced during this research is time, the researcher has limited time to complete the research and also insufficient fund to finance the project also to visit more one school.

1.8 DEFINITION OF TERMS

Analysis: detailed examination of the elements or structure of something

Correlation: a mutual relationship or connection between two or more things.

Learning styles: individual's unique approach to learning

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