The learning styles of biology students and their academic performance_a case study at Wesley Grammar School, Dansoman-Accra

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.