Investigating the relationship between learning styles and academic performance in Integrated Science at Mayera and Katapor M/A JHS

Abstract

The persistent low performance of Ghanaian students in Integrated Science has generated national concern among educators and policymakers. This study examined the relationship between learning styles and academic achievement in Integrated Science among Junior High School students in the Ga West Municipality of the Greater Accra Region, Ghana. A correlational research design was employed to determine the extent of association between students’ learning style preferences and their performance in Integrated Science. Data were obtained through structured questionnaires and achievement scores. The study revealed that the dominant learning style among students was the visual style, followed by Kinaesthetic and auditory styles. No statistically significant difference was found between the learning style preferences of male and female students. However, a positive correlation existed between learning style preferences and academic performance in Integrated Science. The findings indicate that aligning teaching methods with students’ preferred learning styles can enhance comprehension and academic outcomes in science education. The study recommends that teachers adopt instructional approaches that accommodate diverse learning styles and that educational authorities provide adequate teaching resources, including audio-visual aids and laboratory facilities, to support experiential learning. Regular in-service training should also be organized to equip teachers with pedagogical strategies that integrate learning style concepts effectively.