Effects of Learning Styles on the Performances of Senior Secondary School Biology Students

Abstract

This study ascertained the effects of learning styles on the performances of Senior Secondary School Biology students in Imo state, Nigeria. The study adopted the quasi-experimental design. The sample consisted of 300 SS II Biology students comprising of (150 males and 150 females) obtained through simple random sampling in three schools (100 students per school). Kolb Learning Style Inventory (LSI 1999 version) was used for the identification of the students’ learning styles. The Biology Achievement Test (BAT) was used for the determination of the students’ performance in both pretests and post-tests. The reliability of the instruments (LSI and BAT) were ascertained by the use of Cronbach alpha statistic and Kuder Richardson formula 20 (K – R) 20 respectively. The coefficients of internal consistency were established at 0.72 and 0.78 respectively. Findings from the study showed that the four learning styles of Kolb were represented amongst the biology students; that many students preferred to learn by more than one mode of information presentation; learning style varies from one group to another and there is no significant difference in the biology mean scores of the students with interaction between learning styles and their gender. It was recommended among others that Biology teachers should identity the learning styles of their students and use teaching strategies that complements them.