Learning styles as predictors of English Literature performance among secondary school students in Ibadan, Oyo state, Nigeria


Kemi Adejoke Akinmosin


Introduction: Learning occurs most effectively when students recognise the relevance and usefulness of the material covered in class. Students might not learn the content if they are not engaged in it. Utilizing a variety of teaching strategies and creating an engaging and interactive classroom atmosphere are crucial for achieving the ultimate aim of student learning.

Purpose: The aim of this study is to raise some secondary school students' awareness and comprehension of the impact of learning styles on the teaching of English literature.

Methodology: The study used a quantitative research design. The study examines how secondary school students in Ibadan's made use of auditory, visual, and kinesthetic learning styles in relation to their academic achievement in English literature. In order to identify if they are kinesthetic, visual, or auditory learners, 150 pupils answered a questionnaire. Learning styles questionnaires were used to gather participant responses, and face validity was applied to the surveys. The results demonstrated that secondary school students favoured visual learning methods.

Results: Thirty students from each of the four schools' in SS II classes who study literature in English were chosen using a purposeful selection technique. A total of 150 individuals were chosen to participate in the research. Thirty (20.0%) respondents, equally distributed across five secondary schools, were chosen.  Students learn in a variety of ways, and the term "learning style" is typically used to describe an individual's innate or habitual pattern of information acquisition and processing in learning contexts. While some students learn best visually, others learn best audibly or viscerally. The majority of participants were visual learners, according to the results.

Conclusion and Suggestion: Among secondary school students in Ibadan, Oyo State, Nigeria, the study determined the link between independent factors (visual, auditory, and kinesthetic learning styles) and the dependent variable (academic performance in Literature-in-English). When the profile of learning styles varies from subject to subject, students can adapt their learning strategies by being aware of the overall learning styles profile of the subject. It was suggested that educators integrate learning styles into their lessons by determining each student's preferred method of learning, matching the teaching approach to challenging assignments, and bolstering the learning types with drills and simpler work.


How to Cite
Akinmosin, K. A. (2024). Learning styles as predictors of English Literature performance among secondary school students in Ibadan, Oyo state, Nigeria. Journal of Educational Research in Developing Areas, 5(1), 32-43. https://doi.org/10.47434/JEREDA.5.1.2024.32


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