INVESTIGATING THE RELATIONSHIP BETWEEN LEARNING STYLE AND ACADEMIC ACHIEVEMENT IN INTEGRATED SCIENCE AMONG SECONDARY SCHOOL STUDENTS

TOPIC IS SUITABLE FOR:

1. Education Department

2. Educational Psychology Department

3. Curriculum Studies Department

4. Integrated Science Education Department

TOPIC: INVESTIGATING THE RELATIONSHIP BETWEEN LEARNING STYLE AND ACADEMIC ACHIEVEMENT IN INTEGRATED SCIENCE AMONG SECONDARY SCHOOL STUDENTS

TABLE OF CONTENTS

Abstract  

CHAPTER ONE: INTRODUCTION

1.1 Background of the study

1.2 Statement of the problem

1.3 Objective of the study

1.4 Research Questions

1.4.1 Research Hypotheses

1.5 Significance of the study

1.6 Scope of the study

1.7 Operational Definition of Terms

CHAPTER TWO: REVIEW OF LITERATURE

2.1   Conceptual Framework

2.2 Theoretical Framework

2.3 Empirical studies (using relevant sub-headings)

2.4 Summary of the Reviewed Literature

CHAPTER THREE: RESEARCH METHODOLOGY

3.1 Research Design

3.2 Area of the Study

3.3 Population of the Study

3.4 Sample and Sampling

3.5 Instrument for Data Collection

3.6 Validity of the Instrument

3.7 Reliability of the Instrument

3.8 Method of Data Collection

3.9 Method of Data Analysis

CHAPTER FOUR: DATA PRESENTATION AND ANALYSIS

4.1 Data Presentation

4.2 Answering research Questions

4.3 Testing Hypotheses

4.4 Summary of Major Findings

CHAPTER FIVE: SUMMARY, CONCLUSION & RECOMMENDATION

5.1 Discussion of the Findings

5.2 Implications of the Study (contribution to knowledge)

 5.3 Conclusion

5.4 Recommendations

5.5 Limitation

5.6 Suggestions for Further Study

References

Questionnaire

ABSTRACT

This study investigates the predominant learning styles among secondary school students in Integrated Science and examines the factors influencing their choice of learning styles, as well as the relationship between these styles and academic achievement. Employing a descriptive survey design, the research targeted 10,789 students across Junior Secondary School levels (JS1–JS3) in Lafia. A stratified random sampling technique was used to select 386 participants to ensure representative coverage across gender and class levels. Data were collected using a structured questionnaire comprising Likert-scale items on learning styles, influencing factors, and academic performance perceptions. Quantitative data were analyzed using descriptive statistics (mean, standard deviation) and Pearson correlation and ANOVA to explore relationships between learning styles and academic achievement. Results revealed that the predominant learning styles are multimodal (mean = 4.08) and kinesthetic (mean = 3.92), highlighting students’ preference for combined sensory inputs and practical activities, consistent with Kolb’s experiential learning theory. Factors influencing learning style choice include availability of learning resources (mean = 4.07), teaching methods (mean = 3.89), and perceived ease of understanding (mean = 4.00). The results of the hypothesis testing reveal that all four null hypotheses were rejected. Specifically, visual learning style showed a strong positive and significant relationship with academic achievement (r = 0.832, p < 0.05), auditory learning style demonstrated a moderate but significant relationship (r = 0.547, p < 0.05), and kinesthetic learning style exhibited a strong significant correlation (r = 0.789, p < 0.05). Furthermore, the ANOVA result (F(3, 382) = 28.76, p = 0.043) confirmed that the combination of learning styles significantly predicts academic achievement in integrated science, indicating that learning styles collectively influence students' academic performance. Based on these findings, the study recommends that educators adopt diversified instructional strategies incorporating multimodal and experiential approaches and ensure classrooms are well-equipped with learning resources to accommodate varied learning preferences, thereby enhancing academic outcomes in Integrated Science.

CHAPTER ONE

INTRODUCTION (Preview)

1.1 Background of the Study

Education is universally acknowledged as a critical catalyst for national development. According to Arumuru and David (2024), secondary education, in particular, plays a pivotal role in preparing learners for higher academic pursuits and future societal roles. Globally, secondary education serves as a bridge between foundational primary education and tertiary learning, equipping students with analytical, cognitive, and problem-solving skills required for lifelong learning and nation-building (UNESCO, 2020). In many countries, Oludipe and Oludipe (2021) added that the curriculum at this level is structured to reflect scientific, technological, and social needs and emphasizes the mastery of key subjects, including the sciences. Thus, for Nigeria, as they strive to improve their global competitiveness through science and technology, the quality of science education becomes a determining factor at the junior secondary level.

Specifically, Integrated Science is one of the core subjects taught at the junior secondary level introduced to foster scientific literacy, promote inquiry-based learning, and prepare students for more specialized sciences such as biology, chemistry, and physics at the senior level (Federal Ministry of Education [FME], 2020). According to Mirian (2023), integrated science aims to present science as a unified discipline, exposing students to the basic principles of scientific inquiry and instilling in them an appreciation of the scientific method. This curriculum is vital not only for promoting national scientific advancement but also for developing critical thinking and innovation among youths. Over the years, academic performance in Integrated Science is often used as a proxy for assessing students’ grasp of scientific concepts and readiness for advanced science learning. Academic achievement is typically measured through standardized tests, classroom assessments, and external examinations such as the Basic Education Certificate Examination (BECE). These metrics offer insights into a student’s intellectual growth and competence in specific subject areas (Oyasola, 2022).

As opined by Hashim and Osman (2025), high academic performance is crucial, not only for progression to higher levels of education but also for building a science-savvy citizenry capable of contributing meaningfully to national development. The need for improved academic performance among secondary school students, particularly in science subjects, has become increasingly urgent. Studies by Hidayah et al. (2022) have identified several variables that influence academic achievement. These include school environment, teacher quality, parental involvement, student motivation, socioeconomic status, and pedagogical strategies. Among these, the individual learning styles of students have emerged as a significant but often underexplored factor. Moses et al. (2020) buttressed that integrated science, as a multidisciplinary subject, requires not only cognitive aptitude but also an alignment between teaching strategy and learning preference to maximize achievement.

Nanaware and Baviskar (2023) averred that learning styles refer to the distinct ways individuals prefer to absorb, process, and retain information. According to Cassidy (2020), a learning style is "an individual’s consistent way of responding to and using stimuli in the context of learning." Similarly, Udar and Anchal (2025) defined learning styles as “the preferred cognitive, affective, and physiological behaviors that serve as relatively stable indicators of how learners perceive, interact with, and respond to the learning environment.” These styles can broadly be categorized into visual, auditory, read/write, and kinesthetic modes, commonly represented in the VARK model. Each learner tends to perform better when instructional methods align with their dominant learning style. The relevance of understanding learning styles is particularly pronounced in science education. According to Vaishnav (2023), science subjects often require a combination of abstract reasoning, practical demonstration, and problem-solving activities that engage different sensory and cognitive processes. For instance, a kinesthetic learner may benefit more from hands-on experiments, whereas a visual learner may grasp concepts better through diagrams and models. The alignment between teaching methods and students’ learning preferences can therefore enhance engagement, comprehension, and ultimately, academic achievement in Integrated Science.

Given the centrality of Integrated Science in shaping future scientists and the concern over students' underperformance, it is imperative to explore how learning styles influence academic outcomes. This study is hinged on the premise that a better understanding of students' learning preferences can inform more effective instructional practices, thereby improving academic achievement in Integrated Science at the secondary school level.

1.2 Statement of the Problem

Regardless of the increased interest in learner-centered pedagogy, the academic performance of students in integrated science in Nigeria remains suboptimal. Recent data from the National Examinations Council (NECO, 2023) and State Ministries of Education reveal persistent failure rates in Integrated Science across various regions, with students in public secondary schools in rural areas such as Lafia Local Government of Nasarawa State performing particularly poorly. Several diagnostic assessments by the Universal Basic Education Commission (UBEC) (2022) have attributed this underperformance to a variety of factors, including poor teaching methods, inadequate instructional materials, and the inability of educators to cater to students’ individual learning differences.

Teachers often deliver instruction using general methods without considering the varying learning preferences of students. As a result, certain students whose learning styles are not compatible with the method of instruction may perform poorly in science subjects. Sultana, Jabeen, and Sheikh (2021) observed that students whose learning styles are not considered in the classroom are more likely to disengage, misunderstand scientific concepts, and underperform in assessments. In contrast, Okereke and Emily (2021) argued that when teaching strategies are aligned with students' learning preferences, academic performance tends to improve significantly, but in many Nigerian secondary schools, the case is that the majority of teachers still adopt a one-size-fits-all approach to instruction, neglecting the diverse cognitive and sensory preferences that students bring into the classroom. This disconnection between teaching styles and learning preferences could partly explain the low performance of students in Integrated Science.

Although  existing studies abound on  learning styles in general terms and  in relation to other subjects like English or Mathematics. Little empirical attention has been paid to how these learning preferences affect students’ understanding and performance in Integrated Science within this specific locale. Also a notable gap in contextual research focusing on the relationship between learning styles and academic achievement in Integrated Science, particularly in the Lafia Local Government Area of Nasarawa State.  Against this backdrop, this study seeks to fill that gap by investigating the influence of learning styles on the academic performance of junior secondary school students in Integrated Science.

1.3 Objectives of the Study

The purpose of this study is to investigate the relationship between learning styles and academic achievement in integrated science among secondary school students in Lafia Local Government, Nasarawa State. The study will specifically seek to:

i.Identify the predominant learning styles among secondary school students in integrated science.

ii.Identify the factors which influences the choice of learning style among secondary school students in integrated science.

iii.Examine the relationship between visual learning style and academic achievement.

iv.Investigate the relationship between auditory learning style and academic achievement.

v.Explore the relationship between kinesthetic learning style and academic achievement.

vi.Determine implication of poor learning style on students academic achievement in integrated science.

OTHER PARTS OF CHAPTER ONE INCLUDE:

1.4 Research Questions

1.5 Research Hypotheses

1.6 Significance of the study

1.7Scope of the Study

1.8 Operational Definition of  Terms

CHAPTER TWO

LITERATURE REVIEW(Preview)

This chapter critically examines relevant literature that would assist in explaining the research problem and, furthermore, recognizes the contributions of scholars who had previously conducted studies on similar research topics. The chapter intends to deepen the understanding of the study and address the perceived gaps in existing literature. This chapter, therefore, focuses on the concept of academic achievement, concept of integrated science, objectives of integrated science, teaching process for science subjects and integrated science, etc. The chapter covers the following subheadings:

2.1 Conceptual Framework

2.2 Theoretical Framework

2.3 Empirical studies

2.4 Summary of the Reviewed Literature

CHAPTER THREE

RESEARCH METHODOLOGY  (Preview)

Research Design: The study adopted a descriptive survey research design.

Population of the Study: The population of the study comprises junior secondary school students across 26 public secondary schools in Lafia Local Government Area, Nasarawa State, for the 2023/2024 academic session.

Sample Size Determination: The study adopted a sample size of 386 students.

Sampling Technique: The study employed a multi-stage sampling technique involving simple random, stratified, and proportionate random sampling methods to select the individual respondents.

Research Instrument: The study utilized a structured questionnaire based on the VARK learning style model, using a five-point Likert scale as the instrument for data collection.

Methods of Data Analysis: The collected data were analyzed using means, frequencies, and standard deviations to summarize and present the demographic characteristics of the respondents and their responses. Inferential statistics, such as Pearson correlation and ANOVA, were used to test the hypotheses at a 0.05 level of significance.

CHAPTER FOUR: DATA PRESENTATION AND ANALYSIS

MAJOR FINDINGS (Preview)

The analysis results were presented in tables. Based on the results obtained from the analysis, the following findings are made:

i. The study found that the predominant learning styles among secondary school students in Integrated Science are multimodal and practical-oriented, as evidenced by mean scores ranging from 3.04 to 4.08, which are above the acceptance benchmark of 3.00. The highest mean score of 4.08 was recorded for the use of a combination of different learning methods, followed by practical activities and experiments (3.92), visual learning (3.71), and read/write learning (3.31), while auditory learning recorded the lowest mean score of 3.04.

ii. The study found that the choice of learning styles among secondary school students in Integrated Science is influenced by the availability of learning resources, ease of understanding science topics, teaching methods, past academic success, and peer influence, as evidenced by mean scores ranging from 3.04 to 4.07, which are above the acceptance benchmark of 3.00. The availability of learning resources recorded the highest mean score of 4.07, while peer influence recorded the lowest mean score of 3.04.

iii. The study found that visual learning style has a significant positive relationship with academic achievement in Integrated Science among secondary school students, as evidenced by positive mean scores ranging from 3.79 to 4.02 for the beneficial visual learning statements, while the statement that visual learning does not affect academic performance recorded a mean of 2.43. The corresponding hypothesis test further showed a correlation coefficient (r) of 0.832 and a p-value of 0.000 (p < 0.05), leading to the rejection of the null hypothesis.

iv. The study found that auditory learning style has a significant positive relationship with academic achievement in Integrated Science among secondary school students, as evidenced by mean scores ranging from 3.62 to 3.85 for the beneficial auditory learning statements, while the statement that auditory learning has little impact on performance recorded a mean of 2.37. The corresponding hypothesis test further showed a correlation coefficient (r) of 0.547 and a p-value of 0.000 (p < 0.05), leading to the rejection of the null hypothesis.

v. The study found that kinesthetic learning style has a significant positive relationship with academic achievement in Integrated Science among secondary school students, as evidenced by mean scores ranging from 3.89 to 4.14 for the beneficial kinesthetic learning statements, while the statement that kinesthetic learning does not affect academic achievement recorded a mean of 2.19. The corresponding hypothesis test further showed a correlation coefficient (r) of 0.789 and a p-value of 0.000 (p < 0.05), leading to the rejection of the null hypothesis.

vi. The study found that poor learning styles and inadequate alignment of teaching methods with students’ learning preferences negatively affect academic achievement in Integrated Science, as evidenced by mean scores ranging from 3.28 to 3.52, which are above the acceptance benchmark of 3.00. The highest mean score of 3.52 was recorded for the view that poor alignment of teaching methods with learning styles leads to lower test scores, indicating that unsuitable learning approaches may hinder comprehension, classroom participation, motivation, and overall academic performance.

vii. The study found that learning styles jointly have a significant predictive relationship with academic achievement in Integrated Science among secondary school students. The corresponding hypothesis test further showed an F-statistic of 28.76 and a p-value of 0.043 (p < 0.05), leading to the rejection of the null hypothesis and indicating that learning styles significantly predict academic achievement.

CHAPTER FIVE: SUMMARY, CONCLUSIONS AND RECOMMENDATIONS

This chapter covers the following outline:

5.0 Introduction

5.1 Discussion of the Findings

5.2 Implications of the Study

5.3 Conclusion

5.4 Recommendations

5.5 Limitation of the Study

5.6 Suggestions for Further Study

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