The aim of this study assess the influence of learning styles on students’ academic achievement in Secondary Schools at Harari Regional State, Eastern Ethiopia. An explanatory sequential method design was used for the study. The target population of this study was four secondary school students included in the Harari Regional State. A stratified random sampling technique was employed to get the sample size (ni = 347) from the population. Learning Styles Questionnaire (LSQ) and 2023/2024 first-semester students’ academic scores were used as data collection instruments. Firstly, it was identified that there was a statistically significant positive relationship between students’ learning styles and their academic achievement. Among the learning styles, kinesthetic was found a statistically significant strong positive relationship between it and academic achievement r (347) =.42**, p <.05. Secondly, in the stepwise multiple linear regression analysis, it was found that kinesthetic, as a learning style was the strongest predictor of students’ academic achievement. To conclude, learning styles were significantly contributing to students’ academic achievement. It was, therefore recommended that teachers should vary their teaching methods and strategies to pave the way for students to use different learning styles.
| Published in | International Journal of Archaeology (Volume 12, Issue 2) |
| DOI | 10.11648/j.ija.20241202.14 |
| Page(s) | 49-57 |
| Creative Commons |
This is an Open Access article, distributed under the terms of the Creative Commons Attribution 4.0 International License (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution and reproduction in any medium or format, provided the original work is properly cited. |
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Copyright © The Author(s), 2024. Published by Science Publishing Group |
Academic Achievement, Learning Styles, Haramaya University
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APA Style
Sakata, M. G. (2024). The Influence of Learning Styles on Students’ Academic Achievement in Secondary Schools at Harari Regional State, Eastern Ethiopia. International Journal of Archaeology, 12(2), 49-57. https://doi.org/10.11648/j.ija.20241202.14
ACS Style
Sakata, M. G. The Influence of Learning Styles on Students’ Academic Achievement in Secondary Schools at Harari Regional State, Eastern Ethiopia. Int. J. Archaeol. 2024, 12(2), 49-57. doi: 10.11648/j.ija.20241202.14
AMA Style
Sakata MG. The Influence of Learning Styles on Students’ Academic Achievement in Secondary Schools at Harari Regional State, Eastern Ethiopia. Int J Archaeol. 2024;12(2):49-57. doi: 10.11648/j.ija.20241202.14
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Download@article{10.11648/j.ija.20241202.14,
author = {Moti Gelata Sakata},
title = {The Influence of Learning Styles on Students’ Academic Achievement in Secondary Schools at Harari Regional State, Eastern Ethiopia
},
journal = {International Journal of Archaeology},
volume = {12},
number = {2},
pages = {49-57},
doi = {10.11648/j.ija.20241202.14},
url = {https://doi.org/10.11648/j.ija.20241202.14},
eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.ija.20241202.14},
abstract = {The aim of this study assess the influence of learning styles on students’ academic achievement in Secondary Schools at Harari Regional State, Eastern Ethiopia. An explanatory sequential method design was used for the study. The target population of this study was four secondary school students included in the Harari Regional State. A stratified random sampling technique was employed to get the sample size (ni = 347) from the population. Learning Styles Questionnaire (LSQ) and 2023/2024 first-semester students’ academic scores were used as data collection instruments. Firstly, it was identified that there was a statistically significant positive relationship between students’ learning styles and their academic achievement. Among the learning styles, kinesthetic was found a statistically significant strong positive relationship between it and academic achievement r (347) =.42**, p <.05. Secondly, in the stepwise multiple linear regression analysis, it was found that kinesthetic, as a learning style was the strongest predictor of students’ academic achievement. To conclude, learning styles were significantly contributing to students’ academic achievement. It was, therefore recommended that teachers should vary their teaching methods and strategies to pave the way for students to use different learning styles.
},
year = {2024}
}
TY - JOUR T1 - The Influence of Learning Styles on Students’ Academic Achievement in Secondary Schools at Harari Regional State, Eastern Ethiopia AU - Moti Gelata Sakata Y1 - 2024/11/22 PY - 2024 N1 - https://doi.org/10.11648/j.ija.20241202.14 DO - 10.11648/j.ija.20241202.14 T2 - International Journal of Archaeology JF - International Journal of Archaeology JO - International Journal of Archaeology SP - 49 EP - 57 PB - Science Publishing Group SN - 2330-7595 UR - https://doi.org/10.11648/j.ija.20241202.14 AB - The aim of this study assess the influence of learning styles on students’ academic achievement in Secondary Schools at Harari Regional State, Eastern Ethiopia. An explanatory sequential method design was used for the study. The target population of this study was four secondary school students included in the Harari Regional State. A stratified random sampling technique was employed to get the sample size (ni = 347) from the population. Learning Styles Questionnaire (LSQ) and 2023/2024 first-semester students’ academic scores were used as data collection instruments. Firstly, it was identified that there was a statistically significant positive relationship between students’ learning styles and their academic achievement. Among the learning styles, kinesthetic was found a statistically significant strong positive relationship between it and academic achievement r (347) =.42**, p <.05. Secondly, in the stepwise multiple linear regression analysis, it was found that kinesthetic, as a learning style was the strongest predictor of students’ academic achievement. To conclude, learning styles were significantly contributing to students’ academic achievement. It was, therefore recommended that teachers should vary their teaching methods and strategies to pave the way for students to use different learning styles. VL - 12 IS - 2 ER -
College of Health and Medical Sciences, Haramaya University, Harar, Ethiopia
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