Effect of Learning Styles on Students’ Performance in Mathematics at Ullo Senior High School, Jirapa Municipality, Ghana

Mohammed Yikehere Marifa; Michael Johnson Nabie

doi:10.37284/eajes.6.3.1566

Mohammed Yikehere Marifa Ullo Senior High School
Michael Johnson Nabie, PhD University of Education

DOI: https://doi.org/10.37284/eajes.6.3.1566

Keywords: Learning Style, Divergent, Assimilative, Accommodating, Convergent, Trigonometric

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Abstract

This research aimed to examine how different students’ learning styles impact mathematics performance at Ullo Senior High School in the Jirapa Municipality, Ghana. The research was quantitative and used both descriptive surveys and quasi-experimental designs. Eighty-two (82) participants, including 48 males and 34 females, were selected using simple random sampling. Assimilating, converging, diverging, and accommodating students were distinguished and categorised using Kolb’s (2005) learning style inventory. The Pre-test and post-test data in trigonometry were analysed using descriptive statistics and one-way Analysis of Variation (ANOVA). The data collected from the questionnaires was analysed using means and standard deviations. Post-test results revealed a statistically significant improvement in learners’ performance. Therefore, it was recommended that the provision of teaching and learning resources, learners’ active participation in lessons, and the use of different teaching methods serve the learning style needs of learners

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