Cognitive learning styles as correlates of primary school pupils’ academic achievement in mathematics
Nwaozoh Obianuju, Obumneke-Okeke IM
This study investigated cognitive learning styles as correlates of primary school pupils’ academic achievement in mathematics. Two research questions and two hypotheses were formulated. The research design adopted is ex-post facto design and correlational survey Designs. The population of the study comprised 2377 primary five pupils in the 45 public primary schools in Awka South Local Government Education Authority. The sample size of the study was 147 primary five pupils derived through the multi-stage sampling technique. Data for the study was collected by means of questionnaire was validated by three experts and subjected to test of internal consistency. The reliability co-efficient of 0.87 was derived. Mean, Pearson Product Moment Correlation were used to answer the research questions whileT-Test correlational analysis was used to test the null hypotheses at 0.05 alpha level. The findings revealed that there is a high positive relationship between cognitive learning style and male pupils’ academic achievement in Mathematics. It was also found out that there was a moderate positive relationship between cognitive style and pupils’ academic achievement in mathematics. Based on this finding, i twas recommended amongst others that Seminars and workshop should be organized at state levels, education zone and ministries of education levels where teachers, textbook authors and curriculum planners will be taught various ways of teaching mathematics so as to ensure achievement of pupils irrespective of cognitive learning style in mathematics.
Nwaozoh Obianuju, Obumneke-Okeke IM. Cognitive learning styles as correlates of primary school pupils’ academic achievement in mathematics. International Journal of Multidisciplinary Education and Research, Volume 6, Issue 3, 2021, Pages 04-07