Influence of Learning Styles on Post Graduate Students’ Academic Achievement on Innovations in Science Education

Abstract

This research examines the influence of learning style on post graduate students’ achievement in innovations in science education. The study adopted an ex-post facto research design. The population was made up of all 2023 / 2024 Post graduate (PG) students in the faculty of education of Nigerian universities. Simple random sampling was used to select 3 out of 5 federal universities in the South-East geopolitical zones. The sample consisted of 232 Master of Science Education (M.Ed) students. Post Graduate Students’ Learning Style Inventory (PGSLSI) and Lecturers’ Academic Achievement Test On Innovations In Science Education (LACTOIISE) were instruments adopted and adapted for data collection. The internal consistency reliability indices of the instruments were established to be 0.90 and 0.82 using KR-20 formula and Cronbach Alpha respectively. Data were analysed using percentages, mean and standard deviation. The findings of the study revealed, amongst others that, there are variations in the learning styles of the respondents; preferable learning styles yielded better academic achievement in innovations in science education. Based on the findings, it was recommended amongst others that lecturers should consider differences in learning preferences of PG students in the classroom as often as possible by choosing forms of social interaction. They should also consider various forms of exercise according to learning objectives.