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Learning Style Differences between High and Low Achievers in Public and Independent Secondary Schools in Lagos State, Nigeria
Journal article   Open access

Learning Style Differences between High and Low Achievers in Public and Independent Secondary Schools in Lagos State, Nigeria

Olabisi Imonitie, Mary O. Akinnawonu, Adenike Emeke, Stella C. Anyama, Olabisi Kuteyi-Imonitie, Stephen D. Bolaji and Olaoluwa G. Ibilola
European Journal of Education and Pedagogy, Vol.6(1), pp.77-82
2025
DOI: https://doi.org/10.24018/ejedu.2025.6.1.898
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CC BY V4.0,  Open Access

Abstract

This study explored the learning styles prevalent among high and low achievers in 14 public and independent senior secondary schools in Lagos State, Nigeria. The study utilised a survey design to elicit information from 414 participants across three local government areas of the state, using a random sampling technique and the English Language Achievement Test (ELAT) instrument. The collected data were analysed using t-test analysis. The findings showed no significant difference in the learning style preferences of high and low achieving students in secondary schools for visual and auditory styles, while there was a significant difference in tactile learning style. Low achievers had a higher preference for the tactile learning style (M = 17.96) than high achievers (M = 16.24). The study also revealed that the most prevalent learning style among high and low achieving students in public and independent secondary schools is visual, followed by auditory, while tactile/kinesthetic is the least prevalent learning style. Based on the findings in this study, a number of recommendations were articulated for teachers, curriculum developers and learners.

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