Learning Styles and Academic Learning Time as Predictors of Secondary School Students’ Achievement in Chemistry
Keywords:
Learning styles, academic learning time, engaged time, achievement, chemistry, secondary schoolAbstract
The study investigated learning styles and academic learning time as predictors of secondary students' achievement in chemistry. Using an ex post facto research type, four research hypotheses were tested. Two instruments - Learning styles (r=0.76) and academic learning time (r= 0.78) questionnaire (LSALTQ) and Chemistry Achievement Test (EAT) (r= 0.81) were used to gather data. Two hundred and forty chemistry students were randomly selected from four Local Government Areas of Oyo State, Nigeria. Multiple regression analysis was used to analyse the data. The results showed that there was a significant composite contribution of learning styles (lesson structure, sociological, auditory and tactile) and chemistry academic earning time available ( allocated, instructional, engaged) to students' achievement in chemistry. Lesson structure had a relatively significant contribution to determining the achievement of students in chemistry. Teacher instructional time had the highest contribution followed by students' engaged time. Chemistry teachers need to adapt their instructional delivery to the different learning styles of the students. Sufficient instructional and student-engaged times should be available for teaching, learning and laboratory practical activities. More time is to be devoted to students' learning while non-academic-related activity times that consume the learning time should be drastically reduced.
References
Apara, S.A. (2005). Effects of Programmed Instruction and Peer-Tutoring Instructional Strategies on Students' Learning Outcomes in Secondary School Social Studies. ICEE, Institute of Education: University of Ibadan.
Berliner, D. (1991). What's all the fuss about instructional time? In : M. Ben- Peretz & R. Bromme (Eds.). The Nature of Time in Schools: Theoretical Concepts, Practitioner Perceptions. New York: Teachers College Press. Retrieved March 2006, from http://courses.ed.asu.edu/berliner/readings/fuss/fuss.htm
Bowen, C.W. (2000). A Qualitative Literature Review of Cooperative Learning Effects on High School and College Chemistry Achievement. Journal of Chemical Education, 77(1): 116—119.
Oyinbode, E.R.l. (1988). Personality Correlates of Item Response Changing Behaviour in Two Objective Test Formats. ICEE, Institute of Education. University of Ibadan.
Caldwell, J., Huitt, W., & Berliner V. (1981). Leader's Guide for Student Engaged Time. Philadelphia. Research for Better Schools, Inc.
Claxton, G. (2006). Building Learning Power. Bristol: TLO Ltd.
Coffield, F., Moseley, D., Hall, E., & Ecclestone, K. (2004). Learning Styles and Pedagogy in Post-16 Learning. A Systematic and Critical Review. London: Learning and Skills Research Centre.
Dunn, R., Dunn, K.,& Price, G.E. (1984). Learning Style Inventory. Lawrence, KS, USA: Price Systems.
Fafunwa, A.B. (1987). New Perspective in African Education. Lagos: Macmillan (Nigeria) Publishers.
Felder, R.M. (2010). Are Learning Styles invalid? (Hint: No). On-Course
Newsletter. Retrieved April 2012 from http://www.oncourseworkshop.com/Leaming046.htm
Feldel, R.M. & Brent, R.E. (2005). Understanding Student Differences. Journal of Engineering Education, 94( 1), 57-72.
Feldel, R.M. & Spurlin, J. (2005). Applications, Reliability, and Validity of the Index of Learning Styles. International Journal of Engineering Education, 96(4), 309-319.
Fisher, C.W.,& Berliner, D.C. (1985). Perspectives on Instructional Time. New York: Longman.
Fisher, C., Filby, N., Marliave, R., Cahen, L., Dishaw, M., Moore, J., & Berliner, D. (1978). Teaching behaviors: Academic Learning Time and Student Achievement: Final Report of Phase III-B, Beginning Teacher Evaluation Study. San Francisco: Far West Laboratory for Educational Research and Development.
Fleming, N.D., & Mills, C.E. (1992). Not Another Inventory, Rather a Catalyst for Reflection to Improve the Academy, 11,137.
Gettinger, M. (1991). Learning Time and Retention Differences between Nondisabled Students and Students with Learning Disabilities. Learning Disability Quarterly, 14,179-189.
Grasha, A. (1996). Teaching with Style. Pittsburg, PA: Alliance Publishers.
Greenfield, S. (2000). The Private Life of the Brain. London: John Willey & Sons Inc.
Greenwood, C.R., Terry, B., & Walker, D. (1994). Confirming a Performance-based Instructional Model. School Psychology Review, 23,652-668.
Hewson, P.W., Beeth. M.E. & Thorley, N.R. (1998). Teaching for Conceptual Change. In: B.J. Fraser. International Handbook of Science Education. The Science Teacher, 58.6:52 - 57.
Hollywood, T.M., Salisbury, C.L., Rainforth, B., & Palombaro (1995). Use of Instructional Time in Classrooms Serving Students with and without Severe Disabilities. Exceptional Children, 61,242-252.
Honey, P. & Mumford, A. (2006). The Learning Styles Questionnaire, 80-item Version. Maidenhead, UK: Peter Honey Publications.
Huitt, W., Caldwell, J., Traver, P., & Graeber, A. (1981). Collecting Information on Student Engaged Time. In: D. Helms, A. Graeber, J. Caldwell, & W. Huitt (Eds.). Leader's Guide for Student Engaged Time. Philadelphia: Research for Better Schools, Inc.
Igwe, I.O. (2002). Relative Effect of Framing and Team-Assisted Instructional
Strategies on Students Learning Outcomes in Selected Chemistry Concepts in Parts of Ibadan. ICEE, Institute of Education. University of Ibadan.
Ipaye, Babatunde (2005). Study Guides and Learning Strategies in Open and Distance Learning. Lagos: Chayoobi Publishers.
Kolb, D.A. (1984). Experiential Learning: Experience as the Source of Learning and Development. Englewood Cliffs, NJ: Prentice-Hall.
Madukwe, E.A. (1987). Effect of Supplement Mastery Learning Strategy with Preparatory Review on the Students' Achievement in Chemistry. ICEE, Institute of Education. University of Ibadan.
Massa, L.J., & Mayer, R.E. (2006). Testing the ATI Hypothesis: Should Multimedia Instruction Accommodate the Verbaliser-Visualiser Cognitive Style? Learning and Individual Differences, 16,321-336.
Ogunleye, B.O. (2002). Evaluation of the Environmental Aspect of the Senior Secondary School Chemistry Curriculum in Ibadan, Nigeria. An Unpublished Ph. D. Dissertation. University of Ibadan. Ibadan.
Osokoya, M.M. (1998). Some Determinants of Secondary School Students Academic Achievement in Chemistry in Oyo State. An Unpublished Ph. D. Dissertation. University of Ibadan. Ibadan.
Pashler, H., McDaniel, M., Rohrer, D. & Bjork, R (2009). Learning Styles: Concepts and Evidence. Psychological Science in the Public Interest, 9(3), 105-119.
Raimi, S.M. (2002). Problem-Solving Technique and Laboratory Skills as Supplement to Laboratory Teaching in Senior Secondary School Students Learning Outcomes of Volumetric Analysis. An Unpublished Ph. D. Thesis. University of Ibadan. Ibadan.
Silver, H.F., Strong, R.W., & Perini, M.J. (1997). Integrating Learning Styles and Multiple Intelligences. Educational Leadership, 55(1), 22-27.
Sprenger, M. (2003). Differentiation through Learning Styles and Memory. Thousand Oaks, CA: Corwin Press.
Spoon, J.C., & Schell, J.W. (1998). Aligning Student Learning Styles with Instructor Teaching Styles. Journal of Industrial Teacher Education, 35,41-56.
Stahl, S.A. (2002). Different Strokes for Different Folks? In: L. Abbeduto (Ed.). Taking Sides: Clashing on Controversial Issues in Educational Psychology. Guilford, CT, USA: McGraw-Hill.
Stallings, J., & Kaskowitz, D. (1974). Follow-through classroom observation evaluation, 1972-1973. Menlo Park, CA: Stanford Research Institute.
Treagust, D., Duit, R. & Nieswandt, M. (2000). Sources of Students' Difficulties in Learning Chemistry. New York. Teacher College Press.
Uzuntiryaki, E. (2007). Learning Styles and High School Students' Chemistry Achievement. Science Education International, 25-37.
Downloads
Published
Issue
Section
License
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
