INFLUENCE OF LEARNING STYLES ON PUPILS ACADEMIC PERFORMANCE IN NUMERACY IN ILORIN EAST LOCAL GOVERNMENT AREA OF KWARA STATE
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Date
2024-04-17
Journal Title
Journal ISSN
Volume Title
Publisher
DEPARTMENT OF EARLY CHILDHOOD AND PRIMARY EDUCATION, KWASU
Abstract
This study investigated the impact of learning styles on pupils' numeracy performance in Ilorin East Local Government Area, Kwara State, Nigeria. Utilizing a descriptive survey design, data was collected from 166 primary five pupils across 17 schools using the Observation Rating Scale for Pupils’ Learning Styles and Numeracy Academic Performance Proforma were used to collect data for the study. Analysis reveals Reading/Writing as the predominant learning style (Weighted Average = 2.16), followed by Visual learners (Weighted Average = 2.02). Regression analysis indicates a composite influence of learning styles on numeracy performance (F = 0.673, P < 0.05), with Reading/Writing significantly impacting academic outcomes (P < 0.05). The findings align with existing literature on learning style diversity and academic achievement. The study underscores the importance of recognizing individual learning preferences, particularly the prevalence of Reading/Writing, in shaping instructional strategies. Based on the findings the study concludes that the prevalence of the Reading/Writing learning style among pupils underscores the significance
of individual preferences in the learning process. Recommendations include teacher training, workshops, and curriculum adjustments to accommodate diverse learning styles for improved numeracy outcomes in primary education. This research contributes valuable local insights to
the global discourse on learning styles, emphasizing their role in tailoring effective educational practices for enhanced academic performance.