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Learning Styles And Academic Achievement Of Students

Learning Styles And Academic Achievement Of Students

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CHAPTER ONE – INTRODUCTION

 1.1       Background to the Study

It is known that learning process vary from person to person due to the presence of biological and psychological differences. Pas, (2005) points out that more than three-fifths of a person’s learning style is biologically imposed in the same vein, Reif (2006) states that, all learners have individual attributes relating to their learning processes.

Sitt-Gohdes (2001) also holds that most teachers teach the way they have already learned. These might have cause the frustration of a good number of learners as they witness that their learning preferences are not accounted for by many teachers. The case is more serious in physics where student come from diverse educational experiences and with different cultural background; compared to the extensive work done on methods and instructional activities. One vital area often neglected is the exploration of learning styles in the class-room.

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Learning Styles And Academic Achievement Of Students

According to Keefe and Ferrel (2002), learning problems are frequently not related to the difficulty of the subjects matter but rather to the types and level of the cognitive processes required to learn the material. Moreover, Dunn (2005) found that dramatic improvement in student’s achievement in cases where learning styles have been taken into account show that the way things are taught had a greater impact than the content covered in a course of study.

Learning Styles And Academic Achievement Of Students

It is believed that when teachers are able to analyze the differences and needs of their students, the educational process is likely to become optimized for both students and teachers. (Fairhurst and Fairhust 2011) learning styles are among the concepts that are postulated by researchers to show learners differences and varied needs. As a result, the present study aims to examine the influence between learning styles and academic achievement in physics.

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