dc.contributor.author |
Boyetey, D |
|
dc.date.accessioned |
2023-02-24T14:03:10Z |
|
dc.date.available |
2023-02-24T14:03:10Z |
|
dc.date.issued |
2015 |
|
dc.identifier.uri |
http://41.74.91.244:8080/handle/123456789/1550 |
|
dc.description |
A Thesis in the Department of SCIENCE EDUCATION, Faculty of SCIENCE
EDUCATION submitted to the School of Graduate Studies, University of
Education, Winneba, in partial fulfilment of the requirements for award of the
degree of MASTER OF PHILOSOPHY (SCIENCE EDUCATION).
DECEMBER, 2015 |
en_US |
dc.description.abstract |
The purpose of the study was to determine the learning styles of biology students and their
influence on students‘ academic performance. The population for the study comprised of
all first year Home Economics students. A purposive sampling method was used to select
one intact first year (SHS 1) Home Economics class with a class size of 50 as the sample
for the study. Four research instruments were used in the data collection process for this
study to obtain the scores necessary to perform the indicated statistical analyses. The
processes were lesson plans, learning packages, observational check-list and learning style
inventory. Three research questions offered the framework for presenting the findings.
Descriptive and correlation statistics were used in the analysis of the data collected. To
determine the dominant learning style preferences of students, descriptive statistics was
used to substantiate findings. The findings revealed that students in SHS1 had diversity of
learning styles. Fifty-six percent of the learners being Global, thirty percent Analoglobal
and only fourteen percent being Analytical. The findings also indicated that there was
slightly difference between students learning styles and their academic performance with
respect to learning biology. Finally, it was also found out that boys were more analytical
than girls. Conclusions drawn from the study showed that students in 1 Home Economic1
had diversity of learning styles. The findings also indicated that there was significant
difference between students learning styles and their academic performance and finally,
the intervention strategies yielded positive results by improving students‘ academic
performance in Biology. Based on the findings of the study, it is recommended among
others that innovative and more effective learner-centered instructional strategies, such as
ICT integration instructional activities as well as other multimedia strategies should be
used by biology teachers to promote meaningful learning of difficult concepts to enhance
performance. |
en_US |
dc.language.iso |
en |
en_US |
dc.publisher |
University of Education Winneba |
en_US |
dc.subject |
Learning styles |
en_US |
dc.subject |
Biology students |
en_US |
dc.subject |
Academic performance |
en_US |
dc.title |
The learning styles of biology students and their academic performance_a case study at Wesley Grammar School, Dansoman-Accra |
en_US |
dc.type |
Thesis |
en_US |