A Critical Analysis of the Correlation Between Learning Style and Students’ Academic Performance: A Case Study of Oshodi/Isolo Local Government Area, Lagos State
Abstract
In this quantitative survey research study, a structured questionnaire was employed to the correlation between learning style and students’ academic performance: a case study of Oshodi/Isolo Local Government Area, Lagos State. The data collected from a sample of 120 respondents were analyzed using SPSS27 software. To evaluate the hypotheses, the one-sample t-test method was applied, utilizing an assumed mean of 0 and a critical table value of 2.353 at a 5% level of significance. The findings revealed that a significant proportion of respondents, totaling 81.7%, maintained the perspective that there is no substantial relationship between students’ reading/writing learning styles and their academic performance in the region. Specifically, 28.8% of respondents strongly agreed with this statement, while 52.9% expressed agreement. These results highlighted a strong consensus among respondents that reading/writing learning styles do not significantly impact academic success in the local context. Conversely, a smaller percentage of respondents expressed some uncertainty or disagreement regarding this relationship. Approximately 6.7% of respondents indicated uncertainty, reflecting ambiguity in their perceptions. A further 10.6% of respondents disagreed with the statement, suggesting a belief in a potential connection between reading/writing learning styles and academic performance. Only 1% of respondents strongly disagreed with the statement. Additionally, the study delved into various aspects of learning styles, subject-specific academic performance, and socioeconomic factors, providing nuanced insights into the educational landscape of the region. In conclusion, the results of this quantitative survey research study suggest that, in the context of Oshodi/Isolo Local Government Area, students predominantly believe that reading/writing learning styles do not significantly influence academic performance. These findings provide valuable insights for educational policymakers, curriculum developers, and practitioners in the region. Further research is recommended to explore subject-specific nuances in the relationship between learning styles and academic performance and to delve deeper into the potential impact of socioeconomic factors on educational outcomes in this local context.
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CHAPTER ONE
INTRODUCTION
Background to the Study
The relationship between learning style and academic performance has been a subject of considerable interest and debate in the field of education. Learning style refers to an individual’s preferred way of acquiring and processing information, while academic performance is a measure of a student’s achievements in their educational pursuits (Domino, 2020). Understanding how learning styles impact students’ academic performance is crucial for educators, policymakers, and researchers as it can provide insights into effective teaching strategies and interventions (Erdogan, Bayram, & Deniz, 2018).
Over the years, various theories and models of learning styles have been proposed, including the VARK model (Visual, Auditory, Reading/Writing, Kinesthetic), Kolb’s Experiential Learning Theory, and the Honey and Mumford Learning Styles Questionnaire, among others (Klement, 2014). These models suggest that individuals have different ways of approaching and engaging with learning materials and that tailoring instruction to match these styles can enhance learning outcomes. For instance, students with a preference for visual learning may benefit from diagrams and visual aids, while those with an auditory preference may excel with lecture-based instruction (Hawk & Shah, 2019).
The academic performance of students, on the other hand, is a multifaceted concept influenced by numerous factors such as cognitive abilities, motivation, socioeconomic background, and the quality of teaching (Deary, Strand, Smith, & Fernandez, 2021). While some studies have suggested a strong correlation between learning style and academic performance (Ibeh, 2015), others have found inconclusive or contradictory results (Rogowsky, Calhoun, & Tallal, 2020). These discrepancies necessitate a critical analysis of the complex interplay between learning style and academic performance.
One study conducted by Aremu (2021) delved into the correlates of learning styles on the academic performance of in-school adolescents in Nigeria police secondary schools. The research found that students with a strong alignment between their learning style preferences and the instructional methods employed by teachers tended to perform better academically. This suggests that when teaching strategies align with students’ learning styles, it can positively impact their academic performance.
However, it’s important to acknowledge that the relationship between learning style and academic performance is not always straightforward. In a study by Rogowsky et al. (2020), it was discovered that providing instruction based on students’ learning style preferences did not necessarily lead to improved learning outcomes. This challenges the notion that a one-size-fits-all approach to teaching, tailored to each student’s learning style, is the most effective way to enhance academic performance.
Another factor to consider is the role of motivation. Okonkwo (2022) explored the impact of academic motivation on students’ academic achievement. While learning styles play a part in how students engage with educational materials, their motivation to learn and succeed also significantly influences their academic performance. Motivated students are more likely to adapt to various learning styles and put in the effort to excel academically.
Additionally, socio-economic background and external factors, such as access to educational resources and support from parents or guardians, can significantly affect a student’s academic performance (Osisioma, 2022). These external influences may sometimes outweigh the impact of learning style on academic success, highlighting the complexity of the relationship.
Moreover, research has indicated that there may be gender differences in learning style preferences and their impact on academic performance. For example, Reddy (2017) explored gender differences in attitudes toward learning science and found variations in how boys and girls approach and engage with science education. This suggests that any analysis of the correlation between learning style and academic performance should consider potential gender-based variations.
Consequently, the relationship between learning style and academic performance is a complex and multifaceted one. While various learning style models propose that tailoring instruction to match individual preferences can enhance academic outcomes, the reality is more nuanced. Motivation, socio-economic background, and external influences also play significant roles in determining a student’s academic performance. Therefore, a critical analysis, considering the diverse factors at play, is necessary to gain a deeper understanding of the interplay between learning style and academic success. This understanding can guide educators and policymakers in developing more effective teaching strategies and interventions to support students in achieving their full potential.
Statement of Problem
The statement of the problem in this study addresses the critical issue of understanding the relationship between students’ learning styles and their academic performance. Learning style, as defined by Dunn and Dunn (2022), refers to an individual’s preferred way of acquiring and processing information, encompassing various aspects such as sensory modalities (visual, auditory, kinesthetic), environmental conditions, and cognitive strategies. Academic performance, on the other hand, is a comprehensive measure of students’ achievements in their educational pursuits (Domino, 2010). The problem statement seeks to shed light on the following aspects:
Firstly, the problem statement aims to explore the extent to which students’ learning style preferences impact their academic performance. While numerous learning style models, such as the VARK model (Klement, 2014), suggest that aligning teaching methods with students’ learning styles can enhance learning outcomes, the literature presents conflicting findings. Some studies suggest a strong correlation between matching instruction to learning style and improved academic performance (Aremu, 2021). However, others, like Rogowsky et al. (2020), argue against the effectiveness of this approach, making it imperative to critically examine the relationship.
Furthermore, the problem statement seeks to address the potential role of external factors, such as socio-economic background, parental support, and access to educational resources, in influencing the relationship between learning style and academic performance (Osisioma, 2022). These external variables may interact with or even overshadow the impact of learning style preferences on academic success, necessitating a comprehensive investigation.
In addition, gender differences in learning style preferences (Reddy, 2017) pose a significant aspect of the problem statement. These variations may lead to distinct patterns of academic performance among male and female students, potentially complicating the relationship between learning style and academic success. Therefore, the problem statement aims to explore whether gender plays a moderating role in this relationship.
Lastly, the problem statement acknowledges the need for a critical analysis to reconcile the contradictory findings in the existing literature (Rogowsky et al., 2020). The conflicting results regarding the effectiveness of tailoring instruction to learning styles highlight the complexity of this relationship, prompting the study to undertake an in-depth examination to provide clarity and insights for educators and policymakers.
In summary, the problem statement revolves around the intricate relationship between students’ learning styles and their academic performance, considering factors like external influences, gender, and the need for critical analysis to resolve conflicting findings. This research seeks to contribute to the understanding of how educators can best support students in achieving academic success by considering their diverse learning style preferences.
 Objectives of the Study
This study aimed to achieve the following objectives:
- To assess the learning styles prevalent among students in Oshodi/Isolo Local Government Area of Lagos State.
- To examine the academic performance of students in the region.
- To critically analyze the correlation between learning styles and students’ academic performance in the context of Oshodi/Isolo Local Government Area.
Research Questions
The following research questions guided the study:
- What are the predominant learning styles among students in Oshodi/Isolo Local Government Area of Lagos State?
- How do students in this region perform academically across different subjects and grade levels?
- Is there a significant correlation between students’ learning styles and their academic performance in Oshodi/Isolo Local Government Area?
Research Hypotheses
The following research hypotheses were tested in this study:
Null Hypotheses(H0):
- There is no significant association between students’ learning styles and their academic performance in Oshodi/Isolo Local Government Area.
- Certain learning styles are not more conducive to higher academic performance in specific subjects.
- Factors such as socioeconomic background and teaching methods do not mediate the relationship between learning styles and academic performance in the region.
Alternative Hypotheses(H1):
- There is a significant association between students’ learning styles and their academic performance in Oshodi/Isolo Local Government Area.
- Certain learning styles are more conducive to higher academic performance in specific subjects.
- Factors such as socioeconomic background and teaching methods mediate the relationship between learning styles and academic performance in the region.
 Significance of the Study
The significance of this study lies in its potential to inform educational practices, policy-making, and instructional strategies by providing valuable insights into the complex relationship between students’ learning styles and their academic performance.
Firstly, this study’s findings can significantly benefit educators and teachers by helping them understand the diverse ways in which students engage with and process information. By identifying and accommodating different learning style preferences within the classroom, educators can tailor their teaching methods to better suit individual students, potentially enhancing their learning experiences. This personalized approach to instruction can lead to improved academic outcomes for students with varied learning style preferences.
Secondly, the study’s insights can assist policymakers in designing more effective educational policies and curricula. Understanding the role of learning styles in academic performance can help policymakers make informed decisions about resource allocation, teacher training, and curriculum development. For instance, if certain learning style preferences are found to be prevalent among a specific student population, educational materials and methods can be adapted to cater to these preferences, promoting greater inclusivity and equity in education.
Furthermore, the study’s exploration of external factors, such as socioeconomic background and gender, can shed light on the disparities in academic performance among different student groups. This knowledge is crucial for addressing educational inequalities and designing targeted interventions to support students who may face additional challenges due to external factors.
Additionally, the study’s critical analysis of the existing literature can contribute to the academic discourse on the relationship between learning style and academic performance. By synthesizing and reconciling conflicting findings, the research can provide a more comprehensive understanding of this complex relationship. This, in turn, can guide future research endeavors and lead to the development of more robust theories and models in the field of education.
Overall, the significance of this study lies in its potential to improve teaching practices, inform educational policies, address disparities in academic achievement, and contribute to the advancement of knowledge in the field of education. By unravelling the intricate interplay between learning styles and academic performance, this research has the power to positively impact the educational experiences and outcomes of students at various levels of the education system.
Scope of the Study
The scope of this study was designed to align with its three specific objectives. First, it aimed to assess the learning style preferences of students in the Oshodi/Isolo Local Government Area. This involved identifying the predominant learning styles among students, such as visual, auditory, kinesthetic, or other styles.
The second objective was to examine the academic performance of students in the selected educational institutions. The study gathered data on various aspects of academic achievements, including grades, test scores, and examination results, to evaluate students’ performance across different subjects and grade levels.
The third objective focused on analyzing the correlation between students’ learning style preferences and their academic performance. Through statistical analyses, such as regression or correlation analyses, the study sought to determine whether significant relationships existed between specific learning style preferences and academic outcomes.
The study’s scope was limited to students within Oshodi/Isolo Local Government Area, encompassing primary, secondary, and potentially tertiary institutions in the region. The analysis primarily considered academic data from a specific time frame, such as an academic year, to assess the relationships between learning styles and academic performance during that period.
While the findings and conclusions drawn from this study were specific to the Oshodi/Isolo Local Government Area, they provided valuable insights into the learning style preferences of students in this geographic context and their potential impact on academic success. These insights could serve as a foundation for further research and educational policy considerations in the region and beyond.
Operational Definition of Terms
To ensure clarity and precision in the study, the following terms were defined operationally:
Learning Style: For this study, learning style refers to an individual’s preferred mode of learning, which may include visual, auditory, kinesthetic, or reading/writing preferences.
Academic Performance: Academic performance refers to a student’s achievements in terms of grades, test scores, and overall academic success across various subjects and grade levels.
Socioeconomic Background: Socioeconomic background encompasses factors such as income, parental education, and occupation, which collectively influence a student’s access to resources and opportunities.
Teaching Methods: Teaching methods include the strategies and approaches employed by educators to facilitate learning, such as lectures, group activities, and multimedia presentations.
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