Project – The effect of learning styles on the academic performance of senior secondary school students in Ikorodu, Lagos State, Nigeria.

CHAPTER ONE

INTRODUCTION

1.1 Background to the Study

Students differ in the ways they perceive, process, and retain information during learning. These individual differences are referred to as learning styles, which describe the preferred modes through which individuals absorb and understand new information (Fleming & Mills, 1992). The theory suggests that each learner processes information more effectively when teaching methods align with their preferred learning style. Learning styles are often influenced by cognitive, affective, and environmental factors that determine how a learner interacts with the learning environment (Kolb, 1984). The concept thus plays a crucial role in identifying how students can best achieve academic success in diverse learning settings.

Learning styles have been categorized into several frameworks, but one of the most widely used is the VARK model, developed by Fleming (2001), which classifies learners as visual, auditory, reading/writing, or kinesthetic. Visual learners prefer images, diagrams, and spatial understanding; auditory learners benefit from verbal explanations and discussions; reading/writing learners prefer textual information; and kinesthetic learners excel through hands-on experiences. These categories provide educators with insights into designing instructional strategies that accommodate different learner preferences. According to Othman and Amiruddin (2010), aligning instructional methods with students’ dominant learning styles can enhance comprehension and retention, thereby improving overall academic outcomes.

Globally, researchers have examined the relationship between learning styles and academic performance, yielding mixed results. Akbari et al. (2015), for example, found that Iranian secondary students who adopted multimodal learning approaches—combining visual, auditory, and kinesthetic styles—performed significantly better academically than those relying solely on a single mode. Similarly, Alkhasawneh et al. (2008) reported that nursing students in Jordan exhibited improved engagement and academic success when instructors adapted lessons to match students’ learning style preferences. These findings support the argument that understanding learning styles can foster more effective teaching and learning practices.

However, not all scholars agree that learning styles are a determinant of academic success. Pashler et al. (2008) argued that while awareness of learning styles may increase students’ motivation and self-reflection, there is insufficient empirical evidence to justify the notion that tailoring instruction exclusively to learning styles leads to better learning outcomes. Likewise, Coffield et al. (2004) criticized the methodological limitations of learning style models, suggesting that the overemphasis on learning styles could divert attention from other critical factors such as instructional quality, socio-economic context, and students’ prior knowledge. This ongoing debate highlights the complexity of linking learning preferences directly to performance.

In the Nigerian context, several studies have explored how learning styles influence students’ academic performance across various subjects and regions. Abidoye and Olorundare (2023) examined the relationship between learning styles and biology achievement among secondary school students and found that auditory learners tended to outperform visual and kinesthetic learners. Similarly, Akanni (2020) reported that among Lagos State senior secondary school students, learning styles and self-efficacy were significant predictors of academic performance. These findings indicate that understanding students’ learning style preferences could provide valuable insights for teachers seeking to improve classroom outcomes and reduce achievement disparities.

Furthermore, Adeyemi (2022) observed that Nigerian students exposed to instructional methods compatible with their dominant learning styles showed higher motivation and retention rates than those in mismatched settings. However, the study also emphasized that external factors such as classroom environment, teacher competence, and access to learning resources moderated this relationship. This underscores the need for a holistic approach that integrates learning styles into broader pedagogical frameworks rather than treating them as isolated determinants of achievement.

Specifically in Lagos State, Akinnawonu et al. (2025) investigated differences in learning style preferences between high- and low-achieving students and found no significant difference in visual and auditory learning styles. However, there was a significant difference in kinesthetic learning preference, with low-achieving students showing stronger tendencies toward kinesthetic activities. This finding suggests that while learning styles alone may not determine academic outcomes, certain preferences might correlate with performance variations, depending on how instruction is delivered and assessed.

Given the educational diversity and socio-economic variations in Lagos State—particularly in Ikorodu Local Government Area, where public and private schools serve students from diverse cultural and economic backgrounds—it is imperative to investigate how learning styles affect academic performance. The findings of such a study can inform teachers, curriculum planners, and policymakers on effective strategies to improve learning outcomes. Therefore, this research aims to examine the effect of learning styles on the academic performance of senior secondary school students in Ikorodu, Lagos State, Nigeria.

1.2 Statement of the Problem

Despite sustained educational reforms, curriculum improvements, and teacher development initiatives, many senior secondary school students in Lagos State continue to record low academic performance in key subjects such as English Language and Mathematics (West African Examinations Council [WAEC], 2023). WAEC’s Chief Examiner’s Report (2023) indicates that a significant proportion of candidates fail to attain credit passes in these core subjects, which are prerequisites for tertiary education admission. This persistent trend suggests that, despite improvements in curriculum content and examination standards, deeper pedagogical issues remain unresolved within the teaching–learning process.

Several studies have attributed students’ poor performance to factors such as ineffective teaching methods, inadequate instructional materials, overcrowded classrooms, and the lack of alignment between teachers’ instructional strategies and students’ preferred learning styles (Adeyemo & Oke, 2022; Afolabi, 2021). Many teachers in Nigerian secondary schools still rely heavily on traditional lecture-based approaches that assume uniform learning capabilities among students (Olaoye & Yusuf, 2021). This “one-size-fits-all” pedagogy often disregards individual learning differences and fails to engage students whose cognitive preferences require alternative instructional methods, such as visual or kinesthetic engagement (Kolb, 1984; Fleming, 2001). Consequently, some students become passive learners, leading to reduced comprehension, motivation, and academic performance.

Empirical evidence on the relationship between learning styles and academic achievement remains inconsistent within the Nigerian context. For example, Akanni (2020) found a weak but statistically significant correlation between students’ preferred learning styles and their academic achievement among senior secondary school students in Education District III of Lagos State. In contrast, Akinnawonu et al. (2025) reported no significant relationship between visual and auditory learning styles and students’ performance levels, although kinesthetic learners showed a slight negative correlation with academic achievement. These contrasting outcomes imply that learning styles may interact with other contextual variables such as teaching methods, subject type, or school environment.

Further afield, Umennuihe, Ogbu, and Eze (2022) examined learning style preferences among secondary school students in Enugu State and discovered that while the kinesthetic learning style was the most dominant, it did not significantly predict students’ performance in English and Mathematics. This finding suggests that preference alone may not translate into improved achievement unless matched with corresponding teaching strategies. Moreover, cultural and regional differences across Nigerian states may influence learning behaviors, making it necessary to localize research within specific educational districts or local governments for more contextually relevant insights.

Ikorodu, one of the largest and most educationally diverse local government areas in Lagos State, presents a unique context where students from urban and peri-urban communities attend both public and private secondary schools with varying learning conditions. The area’s socio-economic diversity, infrastructural challenges, and teacher–student ratios potentially influence how students learn and how teachers adapt to their learners’ needs. Yet, despite Ikorodu’s growing educational population, there remains a paucity of empirical studies that examine how learning style preferences influence academic performance in this locality.

Therefore, this study seeks to fill this empirical and contextual gap by investigating the effect of learning styles on the academic performance of senior secondary school students in Ikorodu, Lagos State, Nigeria. By exploring this relationship, the study aims to determine whether aligning teaching strategies with students’ preferred learning styles can serve as a practical approach to improving academic achievement and reducing underperformance in core subjects across the district.

1.3 Objectives of the Study

The general objective of this study is to examine the effect of learning styles on the academic performance of senior secondary school students in Ikorodu, Lagos State.

The specific objectives are to:

1. Identify the predominant learning style preferences among senior secondary school students in Ikorodu, Lagos State.
2. Determine the academic performance levels of these students in selected core subjects (English Language and Mathematics).
3. Examine the effect of learning style preferences (visual, auditory, reading/writing, and kinesthetic) on students’ academic performance.
4. Investigate whether there is a significant difference in academic performance among students with different learning style preferences.

1.4 Research Questions

Based on the above objectives, the following research questions will guide the study:

1. What are the predominant learning style preferences among senior secondary school students in Ikorodu, Lagos State?
2. What are the academic performance levels of senior secondary school students in selected core subjects in Ikorodu, Lagos State?
3. To what extent do learning style preferences (visual, auditory, reading/writing, and kinesthetic) affect the academic performance of senior secondary school students?
4. Is there any significant difference in academic performance among students with different learning style preferences in Ikorodu, Lagos State?

1.5 Research Hypothesis

The following hypothetical statement will guide the study:

H₀: There is no significant effect of learning style preference on the academic performance of senior secondary school students in Ikorodu, Lagos State.

H₁: There is a significant effect of learning style preference on the academic performance of senior secondary school students in Ikorodu, Lagos State.

1.6 Significance of the Study

The study is significant for several stakeholders in the educational sector, including students, teachers, curriculum planners, educational administrators, and researchers. Its findings will contribute to a better understanding of how learning style preferences influence academic performance among senior secondary school students in Ikorodu, Lagos State. By identifying these relationships, the study seeks to promote more effective teaching and learning practices that can help improve students’ overall academic achievement.

For students, the study will provide valuable insights into their individual learning preferences and how these preferences affect their ability to process and retain information. When students understand their dominant learning styles—whether visual, auditory, reading/writing, or kinesthetic—they can develop study habits and revision techniques that align with their natural strengths. This self-awareness can lead to increased confidence, better time management, and improved academic performance, especially in challenging subjects such as English Language and Mathematics.

Teachers will also benefit from the study, as it will offer guidance on the importance of recognizing and addressing the diverse learning needs of students in the classroom. The findings will encourage teachers to diversify their instructional methods to accommodate multiple learning styles rather than relying solely on traditional lecture-based approaches. By incorporating visual aids, discussions, interactive exercises, and hands-on activities, teachers can create more inclusive and engaging learning environments that foster greater student participation and understanding.

For curriculum planners and educational administrators, the study’s outcomes can serve as a basis for designing and implementing more learner-centered curricula. It may inform teacher training and professional development programs, emphasizing adaptive instructional methods that promote inclusivity and accommodate various learning preferences. Such reforms could enhance teaching effectiveness, reduce learning disparities, and ultimately contribute to improved academic standards across Lagos State and Nigeria as a whole.

Additionally, policymakers and education officers in Lagos State can utilize the findings of this research to strengthen education policies and ensure that classroom practices align with modern pedagogical approaches. By integrating the understanding of learning styles into teacher assessment, curriculum review, and school supervision processes, authorities can help foster a more dynamic, student-oriented education system capable of meeting diverse learners’ needs.

Finally, this study is significant to researchers and scholars in the field of educational psychology and pedagogy. It contributes to the growing body of literature on learning styles and their relationship with academic performance within the Nigerian context. Moreover, by focusing specifically on Ikorodu, Lagos State, the research provides localized empirical evidence that may serve as a foundation for future studies or comparative analyses in other regions. The results may inspire further inquiry into how socio-economic, cultural, and environmental factors interact with learning styles to influence educational outcomes.

1.7 Scope and Delimitation of the Study

The study focuses on senior secondary school students (SS II and SS III) in selected public and private schools within Ikorodu Local Government Area, Lagos State. It examines three main learning styles—visual, auditory, and kinesthetic—and their relationship to students’ academic performance in core subjects (English Language, Mathematics, and Biology).

The study does not include other dimensions of learning (e.g., read/write, global/analytic) or psychosocial factors such as motivation and self-efficacy, though these may indirectly influence academic outcomes.

1.8 Definition of Terms

The definition of terms are buttressed below:

Learning Styles: Learning styles refer to the preferred ways through which individuals absorb, process, and retain new information. In this study, learning styles are categorized using the VARK model—Visual, Auditory, Reading/Writing, and Kinesthetic—representing different sensory modalities that influence how students learn best.

Visual Learners: These are students who learn best through seeing. They prefer the use of diagrams, charts, pictures, and written notes to understand and remember information. In this study, visual learners are identified as those who depend on visual materials to enhance comprehension.

Auditory Learners: Auditory learners understand and retain information better through listening. They prefer discussions, lectures, oral instructions, and group conversations. In this study, auditory learners benefit most from spoken explanations and class interactions.

Reading/Writing Learners: These learners prefer to interact with textual information. They learn effectively through reading textbooks, writing notes, and using written assessments. In this study, reading/writing learners are those who rely on reading and writing tasks as their main mode of learning.

Kinesthetic Learners: Kinesthetic learners acquire knowledge best through physical activities, demonstrations, and hands-on experiences. In this study, kinesthetic learners are those who engage in practical exercises, experiments, or movement-based tasks to understand academic concepts.

Academic Performance: Academic performance refers to the level of achievement or proficiency demonstrated by students in their studies, usually measured through test scores, examinations, or grades. In this study, it represents the performance of senior secondary school students in core subjects such as English Language and Mathematics.

Senior Secondary School Students: These are students enrolled in the upper level of secondary education, typically between Senior Secondary School One (SSS I) and Senior Secondary School Three (SSS III), who are preparing for external examinations such as the West African Senior School Certificate Examination (WASSCE).

Project – The effect of learning styles on the academic performance of senior secondary school students in Ikorodu, Lagos State, Nigeria.