Influence of learning styles on English language achievement among secondary school students in Cross River State, Nigeria
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ID: 309406
2025
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Abstract
The study examines how different learning styles influence English language achievement among secondary school students in Cross River, Nigeria, drawing on the Learning Styles Theory as its framework. Employing a descriptive survey design, the research investigated the relationship between students’ learning styles (independent variables) and their English language achievement (dependent variable), while also considering gender differences. A total of 796 students were selected through a multi-stage random sampling process from 18 public co-educational schools. Data were obtained using the Grasha-Reichmann Students’ Learning Styles Scale and an English Language achievement Test. Statistical analysis, including Multiple Regression and ANCOVA, indicated a significant positive relationship between learning styles and students’ English language achievement. However, gender achievement was found to have no significant effect on achievement based on learning styles. The study recommended that teachers, parents, and students be sensitized on the role of learning styles in improving academic outcomes. It further noted that not all dimensions of learning styles are directly associated with students’ academic performance.
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| Authors | Samuel Okoi Obeten |
| Journal | Aminu Kano Academic Scholars Association Multidisciplinary Journal |
| Year | 2025 |
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| Keywords | Keywords not found |
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