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Abstract

The study examined learning styles on students’ academic achievement. It investigated such research questions as what is the relationship and impact between learning and students’ academic achievement in mathematics and ICT. The descriptive-correlational design was employed to answer the research questions investigated. One hundred forty (140) respondents (junior high students) were selected through simple random sampling techniques to be part of the study. Pearson correlation and hierarchical regression were used to analyze the results of the study. The findings revealed that the learning style modalities, visual, reading-writing, and kinesthetic, are positively related to mathematics learning; nonetheless, the learning style aural is inversely related to the learning of mathematics. Besides, it was found that the sensory modalities visual and kinesthetic are also positively related to learning of ICT, and aural and reading-writing are inversely related to ICT learning. The hierarchical regression model indicated that visual, reading-writing, and kinesthetic has a positive impact and mediate learning of mathematics. Additionally, the analysis outcomes also indicated visual and kinesthetic mediates learning of ICT and have a positive impact. The study, therefore, strongly recommends that mathematics teachers should optimize visual, reading-writing, and kinaesthetic sensory modalities in the learning of mathematics. Again, maximizing the use of visual and kinaesthetic sensory modalities shall conspire to increase performance in ICT.

Keywords

Learning styles academic achievement performance kinesthetic mode

Article Details

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This work is licensed under a Creative Commons Attribution 4.0 International License.

How to Cite
Augustine, B., Douglas Sawiri, J., Kusi, P., & Iddrisu, A. (2022). Relationship and Impact of Learning Styles on Students’ Academic Achievement: Impact of Learning Styles on Students’ Academic Achievement. International Journal of Multidisciplinary Studies and Innovative Research, 10(2), 1441–1448. https://doi.org/10.53075/Ijmsirq/655354786464
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