INVESTIGATION ON THE RELATIONSHIP BETWEEN LEARNING STYLE AND ACADEMIC ACHIEVEMENT IN BASIC SCIENCE AMONG SECONDARY SCHOOL STUDENTS NASSARAWA STATE

CHAPTER ONE INTRODUCTION 1.1 Background to the Study In the 21st century classroom, learning styles have emerged as a significant pedagogical construct in understanding student engagement and academic performance (Fleming & Mills, 2023). Learning styles refer to individual preferences in absorbing, processing, and retaining new information. The diverse learning preferences visual, auditory, reading/writing, and kinesthetic affect how students engage with science related subject designed to promote scientific literacy and inquiry. Emphasis is placed on learning styles in science-related subjects at the secondary school level because students process and retain scientific concepts differently, and recognizing these differences enhances comprehension and achievement (Felder & Brent, 2005). Science involves abstract principles, problem-solving, and practical applications that require a blend of visual, auditory, and kinesthetic engagement (Kolb, 2015). When teachers align instructional methods with varied learning styles, students are better able to connect theory with practice, making concepts such as experiments, models, and formulas more meaningful. Moreover, accommodating diverse learning preferences reduces barriers to understanding, fosters active participation, and improves retention, particularly in complex areas like physics and chemistry (Akpan & Umoren, 2018). By emphasizing learning styles, educators create inclusive classrooms that support critical thinking and long-term interest in science, ultimately preparing students for further studies and careers in science and technology. Basic science, as a multidisciplinary subject, requires not only cognitive aptitude but also an alignment between teaching strategy and learning preference to maximize achievement. Several researchers have emphasized the impact of learner-centered strategies on science achievement, but there remains a paucity of context-specific empirical investigations examining the relationship between individual learning styles and academic performance in Basic science in Nigerian secondary schools (Adigun & Yusuf, 2023). Learning styles play a crucial role in shaping students’ academic performance because they determine how learners perceive, process, and apply information in different learning contexts. Students who are taught using strategies that align with their preferred learning styles often demonstrate higher levels of comprehension, retention, and problem-solving ability compared to those whose styles are overlooked (Felder & Silverman, 1988). In science-related subjects, for example, visual learners benefit more from diagrams and models, while kinesthetic learners grasp concepts better through experiments and hands-on activities (Kolb, 2015). When there is a mismatch between teaching methods and learners’ styles, students may struggle with concentration, develop anxiety, or perform poorly in assessments (Larkin-Hein & Budny, 2001). Conversely, acknowledging and incorporating diverse learning styles encourages motivation, self-confidence, and deeper engagement, which ultimately translates into improved academic outcomes (Awang et al., 2017). This underscores the need for teachers to diversify instructional approaches to cater to the heterogeneous learning preferences present in secondary school classrooms. This study aims to fill this gap by systematically investigating the relationship between learning styles and academic achievement among secondary school students. 1.2 Statement of the Problem Despite the increased interest in learner-centered pedagogy, the academic performance of students in Basic science in Nigeria remains suboptimal. 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. Studies by Kolb (2023) have shown that when instructional strategies align with students’ learning styles, academic outcomes improve significantly However, in many Nigerian classrooms, the one-size-fits-all approach to teaching still prevails, leaving some students disengaged or underachieving. The growing concern about students’ low achievement in science necessitates a closer look at how learning styles contribute to the problem. While a handful of studies have explored general causes of low academic achievement, few have specifically examined the correlation between learning style and academic achievement in Basic science. This study will address this gap by investigating how different learning styles relate to students’ performance in Basic science, with the aim of providing empirical evidence that could support differentiated instruction in Nigerian secondary schools. 1.3 Objectives of the Study The purpose of this study is to investigate the relationship between learning styles and academic achievement in Basic 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 Basic science. ii. Identify the factors which influences the choice of learning style among secondary school students in Basic 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 Basic science. 1.5 Research Questions The study will be guided by the following questions: i. What are the predominant learning styles among secondary school students in Basic science? ii. What are the factors which influences the choice of learning style among secondary school students in Basic science? iii. Is there a relationship between visual learning style and academic achievement in Basic science? iv. Is there a relationship between auditory learning style and academic achievement in Basic science? v. Is there a relationship between kinesthetic learning style and academic achievement in Basic science? vi. What are the implication of poor learning style on students academic achievement in Basic science? 1.6 Research Hypotheses H₀₁: There is no significant relationship between visual learning style and academic achievement. H₀₂: There is no significant relationship between auditory learning style and academic achievement. H₀₃: There is no significant relationship between kinesthetic learning style and academic achievement. H₀₄: Learning style does not significantly predict academic achievement in Basic science. 1.7 Significance of the Study This study is expected to contribute to educational research and pedagogical practice by highlighting the role of individual learning preferences in students' academic outcomes in science education. The findings will guide teachers in adopting differentiated instructional strategies that cater to students’ learning styles. Educational policymakers will benefit by incorporating these insights into curriculum reforms aimed at enhancing student performance. Additionally, teacher training institutions will find the study useful in designing instructional modules for science educators. 1.8 Scope of the Study The content scope of this study covers the concept of learning styles (visual, auditory, kinesthetic) and academic achievement in Basic science. Geographically, the study will be conducted in selected public secondary schools within Lafia Local Government in Nassarawa State focusing on Junior Secondary School (JSS) students. 1.9 Definition of Terms Learning Style: Learning style refers to an individual’s consistent preference for perceiving, processing, and retaining information in a particular way. It reflects how students best acquire knowledge, whether through visual, auditory, reading/writing, or kinesthetic modes of learning (Kolb, 2015). Basic Science:Basic Science at the secondary school level is an integrated subject that introduces students to foundational principles of biology, chemistry, phys, and earth science. It is designed to develop scientific literacy, critical thinking, and problem-solving skills necessary for higher-level science education Academic Performance: Academic performance refers to the measurable outcomes of a student’s learning process, typically assessed through examinations, tests, classwork, or other standardized evaluations. It indicates the extent to which educational objectives are achieved and reflects both cognitive and skill-based achievements,