INFLUENCE OF TEACHERS’ INSTRUCTIONAL STRATEGIES AND STUDENTS’ LEARNING STYLES ON ACADEMIC ACHIEVEMENT IN KENYAN HIGH SCHOOL PHYSICS

Authors

  • M. M. Fanuel Wesonga Masinde Muliro University of Science and Technology, Kenya
  • Catherine Aurah Masinde Muliro University of Science and Technology, Kenya

DOI:

https://doi.org/10.46827/ejes.v0i0.2731

Keywords:

instructional practices, learning styles, academic performance, physics practicals

Abstract

This study investigated the influence of Teachers’ instructional strategies and students’ learning styles on academic achievement in physics among Kenyan high school students. A quasi–experimental pre-test post–test non-equivalent control group design was employed to investigate how three teachers' instructional strategies (guided-inquiry, cooperative learning and direct instruction) and three learning styles (visual, auditory and kinaesthetic) influence academic achievement in Physics practical work while controlling for gender. The target population was all form three Physics students in Navakholo Sub-County area of Kakamega County. A sample size of five hundred and nineteen (519) form three physics students were selected through multistage sampling procedures (purposive sampling, proportionate stratified random sampling and simple random sampling). One null hypothesis was tested at 0.05 level of significance to guide the study. Physics Achievement Tests 1 and 2 (PAT1 & PAT2) and Learning Style Questionnaire. Teachers’ Instructional Guides on Guided-Inquiry (TIGITS), Cooperative (TIGCTS) and Direct Instructional Strategy (TIGDITS) were used to collect data. Validity and reliability of the instruments were assessed. Analysis of covariance (ANCOVA), Multiple Classification Analysis (MCA) and Scheffe multiple comparison test were used to analyse the data. Findings revealed, a significant effect on the academic achievement of physics students taught with different instructional strategies considering their different learning styles. Recommendations were provided.

 

Article visualizations:

Hit counter

DOI

References

Akinbobola, A. O. (2015). Effects of learning styles and instructional strategies on students’ achievement in Nigerian senior secondary school physics. https://www.iiste.org/Journals/index.php/APTA/article/view/20455

Akinbobola, A. O. (2011a). Visual, auditory and kinaesthetic learning styles and students’ achievement in Nigerian senior secondary school physics. IRCAB Journal of Arts and Education, 1(1), 140-146.

Felder, R. M., & Brent, R. (2013). Understanding student differences. Journal of Engineering Education, 94(1), 57-72. Retrieved from:

Fleming, N. D. (1995). I'm different; not dumb. Modes of presentation (VARK) in the tertiary classroom. HERDSA, 18, 308-313.

Ibe, H. N., & Ngozi, H. (2015). Effects of Learning Styles on the Performances of Senior Secondary School Biology Students. An International Multidisciplinary Journal, Ethiopia Vol. 9(1), Serial No. 3

Ibrahim, R. H., & Hussein, D. A. (2016). Assessment of visual, auditory, and kinesthetic learning style among undergraduate nursing students. Int J Adv Nurs Stud, 5, 1-4.

Ikitde, G. A., & Edet, U. B. (2013). Influence of Learning Styles and Teaching Strategies on Students' Achievement in Biology. Learning, 1(4).

JilardiDamavandi, A., Mahyuddin, R., Elias, H., Daud, S. M., & Shabani, J. (2011). Academic Achievement of Students with Different Learning Styles. International Journal of Psychological Studies, 3(2), 186-193.

KNEC, (2015). Kenya certificate of secondary education examination report. Nairobi: Kenya: Kenya National Examination Council.

KNEC, (2016). Kenya certificate of secondary education examination report. Nairobi: Kenya: Kenya National Examination Council.

KNEC, (2017). Kenya certificate of secondary education examination report. Nairobi: Kenya: Kenya National Examination Council.

KNEC, (2018). Kenya certificate of secondary education examination report. Nairobi: Kenya: Kenya National Examination Council.

Mina Emmanuel, M. (2017). Effect of Concept Mapping Teaching Strategy on the Academic Achievement of Senior Secondary School Students in Physics. International Journal of Education and Evaluation ISSN 2489-0073 Vol. 3 No. 12 www.iiardpub.org

Mugenda, O. & Mugenda, A. (2012). Research methods dictionary. Applied Research and Training Services; Nairobi.

Okoth B. Konyango, Ogeta N. O., Dr. Otieno M. & John A. Orodho (2018). Influence of Resources on Students’ Academic Performance in Physics at Secondary Schools in Ugenya Sub County, Siaya County, Kenya. DOI Link: http://doi.org/10.15580/GJER.2018.5.072118101

VAK Test. Discover your Preferred Learning Style. Retrieved: June 15, (2015) http://www.brainboxx.co.uk/a3_aspects/pdf/VAK_questionnaire.pdf

Downloads

Published

2019-11-22

Issue

Vol 6, No 8 (2019)

Section

Articles

License

Authors who publish with this journal agree to the following terms:

Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.

Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.

Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).