LEARNING STYLES AS PREDICTORS OF STUDENTS MATHEMATICS ACHIEVEMENT IN RIVERS STATE

Abstract

This work investigates learning styles as predictors of students Mathematics achievement in Secondary Schools in Rivers State. Correlational research design was used. A sample of 800 students were drawn from the population of 35, 201 Junior Secondary School 3 (JSS 3) students in Rivers State, Government schools. Multiple choice questions on Mathematics of 2017 Rivers State Basic Certificate Examination were adapted/used to determine students academic achievement in Mathematics. VARK questionnaire adapted from Utica College (2006) was used to get scores for their learning styles. SPSS was used to carry out the analyses, Research Question 1-4 were answered using simple regression, their corresponding hypotheses tested using ANOVA associated with regression analysis. Research Question 5 was answered using multiple regression analysis, the corresponding hypothesis tested using ANOVA associated with multiple regression. Results of the study tested at 0.05 level of significance showed: Read/Write learning style, joint learning styles do significantly predict students academic achievement in mathematics. It is therefore recommended that students should adopt Read/Write learning styles, else the learning styles (VARK) should jointly be adopted. Educators should use the preferred students learning style for effective teaching/learning.