Students effective learning: are learning styles and corresponding teaching methods factors?

Abstract

The study was conducted to ascertain if learning styles and corresponding teaching methods are factors that influence effective learning. The study employed a non-equivalent planned variation quasi-experimental design. The study’s sample comprised 362 chemistry students from six senior high schools in Delta State. The students were selected using a basic random selection technique. The instruments used for data collection were the chemistry achievement test (CAT) and the chemistry learning style questionnaire (CLSQ). The instruments were adequately validated, and reliability (R=0.81 and 0.79, respectively) was determined before usage. Data analysis involved the use of mean and independent sample t-tests. The findings showed: i) a significant difference in the performance of students instructed with the puzzle instructional strategy group with their learning styles and those instructed with the lecture method with their learning styles and ii) learning styles with teaching method and sex have no significant effect on students’ achievements. It was concluded that learning styles and corresponding teaching methods are factors influencing students’ achievement, and it was therefore recommended that teachers employ methods with similar characteristics to students’ learning styles.