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The Relative Effect of Field Dependent & ANKOMAH-SEY VERA and Independent Learning Styles on the Academic Performance of Undergraduate Students of the University of Cape Coast, Ghana
Abstract
The main focus of this study was to find out the relative effect of Field Dependent and Field Independent learning styles and a combination of the two on academic performance of undergraduate students of the University of Cape Coast. The quasi-experimental design was employed for the study.
A total of 77 subjects completed a questionnaire designed by the researchers before they received treatment on techniques of the 3 learning styles in a pre and post-test design.
The formulated hypotheses were tested using the t-test and F ratio at alpha level 0.05. The study revealed that there was significant difference in the academic performance of students who used the three learning styles, namely Field Dependent, Field Independent and a combination of the 2 learning styles.
The academic performance of students who used a combination of the two learning styles was slightly higher than that of the remaining two groups at a significant level of 2.66. The study finally showed that the three learning styles when used effectively enriched academic work.
A total of 77 subjects completed a questionnaire designed by the researchers before they received treatment on techniques of the 3 learning styles in a pre and post-test design.
The formulated hypotheses were tested using the t-test and F ratio at alpha level 0.05. The study revealed that there was significant difference in the academic performance of students who used the three learning styles, namely Field Dependent, Field Independent and a combination of the 2 learning styles.
The academic performance of students who used a combination of the two learning styles was slightly higher than that of the remaining two groups at a significant level of 2.66. The study finally showed that the three learning styles when used effectively enriched academic work.
