Relationshipsamong Perceptual Learning Styles Preferences and Academic Achievement of Students at Woldia College of Teachers Education, Ethiopia

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Melese Astatke Alem
Melese Astatke Alem
1 Woldia College of Teachers Education

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The study was conducted to examine if there are significant relationships among perceptual learning styles preferences and academic achievement of students. A sample size of 283 participants among 972 first year students at Woldia College of teachers’ education, Ethiopia in 2016/2017were selected using stratified and simple random sampling techniques. The study employed quantitative approach which followed a correlational design involving two instruments to collect data for the study: Questionnaires (perceptual learning styles inventory related to auditory, visual and kinesthetic learning styles)and document analysis. Pearson product moment correlation coefficient and independent samples t-test were used to analyze data. The Pearson correlation analysis reported a significant positive relationship between students’ perceptual learning styles preferences and academic achievement. The independent samples t-test result indicated that there was statistically significant difference between male and female students mean scores in kinesthetic learning style. In other words, male students mean score (M=2.7671, p

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No external funding was declared for this work.

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The authors declare no conflict of interest.

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Melese Astatke Alem. 2018. \u201cRelationshipsamong Perceptual Learning Styles Preferences and Academic Achievement of Students at Woldia College of Teachers Education, Ethiopia\u201d. Global Journal of Human-Social Science - G: Linguistics & Education GJHSS-G Volume 18 (GJHSS Volume 18 Issue G4): .

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GJHSS Volume 18 Issue G4
Pg. 33- 38
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Crossref Journal DOI 10.17406/GJHSS

Print ISSN 0975-587X

e-ISSN 2249-460X

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GJHSS-G Classification: FOR Code: 130199
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May 2, 2018

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English

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The study was conducted to examine if there are significant relationships among perceptual learning styles preferences and academic achievement of students. A sample size of 283 participants among 972 first year students at Woldia College of teachers’ education, Ethiopia in 2016/2017were selected using stratified and simple random sampling techniques. The study employed quantitative approach which followed a correlational design involving two instruments to collect data for the study: Questionnaires (perceptual learning styles inventory related to auditory, visual and kinesthetic learning styles)and document analysis. Pearson product moment correlation coefficient and independent samples t-test were used to analyze data. The Pearson correlation analysis reported a significant positive relationship between students’ perceptual learning styles preferences and academic achievement. The independent samples t-test result indicated that there was statistically significant difference between male and female students mean scores in kinesthetic learning style. In other words, male students mean score (M=2.7671, p

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Relationshipsamong Perceptual Learning Styles Preferences and Academic Achievement of Students at Woldia College of Teachers Education, Ethiopia

Melese Astatke Alem
Melese Astatke Alem Woldia College of Teachers Education

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