Variances in Learning Styles of Full-Time Undergraduate Students Based on Demographic Variables (Published)
The study, which was based on the VAK Learning Style Model, examined the learning style preferences and variances in the learning style of full-time undergraduate students in the Department of Basic Education, University of Education, Winneba (UEW), Ghana. Using the simple random sampling technique, 621 students were involved in the study. With the use of a questionnaire, quantitative data were obtained and analysed using frequency, percentage, mean, standard deviation, t-test, and Analysis of Variance (ANOVA). The study revealed that the students made use of all the three learning styles even though they dominantly preferred and used visual learning style as compared to auditory and kinaesthetic learning styles. At a significance of 0.01, the study found statistically significant differences in the learning style preferences of male and female full-time undergraduate students. There were also no statistically significant differences in the learning style preferences of the students based on age, level of study and residential status. Among the recommendations is that lecturers in the Department should adopt a variety of appropriate instructional practices and strategies that may optimise the diverse learning style preferences of the students.
Keywords: Age, learning style preferences, level of study, residential status, sex
Relationship Among Study Habits, Gender, Marital Status, Age, Parents’ Level of Education and Academic Performance of Nce Students in Kashim Ibrahim College of Education Maiduguri, Borno State, Nigeria (Published)
The study examined the relationship among study habits, gender, age, and parents’ level of education and academic performance of NCE Students in Kashim Ibrahim College of Education Maiduguri, Borno State, Nigeria. Five objectives were raised which include, to determining the relationship between study habits and academic performance of NCE students of Kashim Ibrahim College of education Maiduguri and relationship between gender, age, marial status and academic performance of NCE students. In line with the objectives, five hypotheses were tested. The researchers adopted survey and correlational design for the study.A sample of 142 NCE 2 and 3 students was selected through simple random and stratified sampling techniques. That is, 20 NCE II and NCE III students’ (males 71 and females 71) were involved. The research instrument that was adopted for this study is “Study Habits and Examination Techniques Inventory (SHETI)” Form P, developed by Carew and Hamman-Tukur (1996). Data was analysed using descriptive statistics and Pearson product moment correlation. Results indicate that, there is significant relationship between gender and academic performance (r-value = .419, p value = .006 and P<0.05). However, the result revealed no statistically significant relationship between study habits and academic performance. From these findings, it is recommended that Since there was significant relationship between gender and academic performance, equal opportunity should be given to both males and females in schools and Colleges, particularly in terms of placing students into various courses; they should not be discriminated based on their sex. Married students should not be denied admission in all the schools and Colleges, because marital status is never abarrier to students’ academic performance. Though the result indicated that no significant relationship between study habits and academic performance, study habit patterns should be taught to students because it cannot be divorced from study.
Keywords: Age, Gender, Marital Status, Parents’ level of Education and Academic Performance, study habits