Human development is the core purpose of education. In a classroom setting, every individual learner is unique and possesses varied personality that affects their choice of behavior, learning and understanding level. Nyenwe, 2005 posit that learners in classroom differ in their intelligent level, style of thinking, area of interest, motivation, gender, socio-economic status and prior knowledge. He continued by saying that these factors are the key determinant of the academic achievement of the learner. Motivational level is the process by which a positive behaviour is energized, directed and sustained for the purpose of academic achievement. Academic achievement is generally seen as the goal in view which comes up as the knowledge or skills developed in the school subject (Busari, 2000). It may mean the height of performance in subjects as shown by the learner. The academic achievement of the learner has been a concern for all educational stakeholders. This stems from the prevailing poor achievement recorded by students every year (Okereke and Onwukwe, 2007). The 2011 west African Examination Council result released, 1,540, 250 candidates sat for the examination but 472,906 succeeded. This is a source of concern because teachers are placed based on the performance of their students, this is in line with the opinion of Anika and Agu, 2011. hence, there is pressure on teachers and students to improve on academic achievement which can not be done only by enhanced teaching style rather there is need to understand the uniqueness of the learner, personality and other personalogical variables that conditions his learning and behavior. Learning style is an expression of learners approached to new experiences reception, information processing, storage and retrieval and the application of the skills acquired to real life situation (Okereke, 2010). In Nigeria, education is considered as the vital instrument for national development. However, there are impending educational problems like students poor performance in external examination. This could be from the sampled west African Examination Council chemistry result from five schools inImoStateshowing below credit achievement in Chemisty (Okereke, 2010). This could be as a result of students inability to acquire the basic and cognitive skills required for high achievement and lack of motivation. Despite efforts made by stakeholders in education to tackle this problem, students academic achievement seem not to improve in chemistry. How then can these problems be alleviated for students to perform well? Could it be that stakeholders in education have not succeeded in looking in to other issues aside teaching methods? What are these variables that need to be addressed in favour of students? The problem of the study therefore is to determine the influence of some personalogical variables on secondary schools students learning style and achievement in chemistry. The main purpose of the study is to determine the influence of some personalogical variables on students learning style and achievement. Specifically, the study tends to do the following;
- Determine the influence of emotional intelligence on students learning styles and achievement.
- Findout the influence of motivational level of students learning styles and achievement.
- Determine the influence of age on students leanring style and achievement.
- Do emotional intelligence have influence on students learning styles and achievement?
- Do motivational level influence students learning styles and achievement?
- Do age influence students learning style and achievement?
RESULTSTable I: Frequency Distribution of Influence of Learners Emotional Intelligent level on learning style preference.
|Emotional intelligent level||Total||Learning style preference|
|Emotional Intelligent Level||Total||Academic no of pass||Achievement no of fail|
|Motivation level||Total||Learning style preference|
|Motivational Level||Total||Academic no of pass||Performance no of fail|
|Age||Total||Learning style preference|
|Total||Academic no of pass||Performance no of fail|
DISCUSSIONFrom table 1 and 2 majority of learners possess high level of emotional intelligence. On the learning style preference, highly emotional intelligent students differ from the low emotional intelligent ones. This indicates that the high emotional intelligent students have sensing learning style preference to low emotional intelligent students that prefer intuitive learning style. This finding agrees with the finding of Pervin (2000) and Nyenwe (2005) that personality type of a learner influences that learning style. On the influence of emotional intelligence on learners achievement, high emotional intelligent learners performed better (93.1%) than the low emotional one (45.7%). This findings goes in line with that of Ogundokn and Adeyemo (2010) that says that emotional intelligence is one of the potent predictors midly associated with academic achievement. This implies that a learner should know how to control his emotions for high academic achievement. In table 3, highly motivated students are sensing, reflective and sequential while a little differ in their visual/verbal perception of information. Most of low motivated learners are intuitive and visual learners. This learners difference in some aspects of their learning style preference may change as a result of culture, exposure, content and interest. To Nyenwe (2005), learning style is therefore relatively inconsistent even in the same individual. On the basis of academic achievement, highly motivated learners performed better (78.3%) than low motivated ones (57.7%), which supported the findings of long John, 1992 and Nyenwe, 2005 that the high desire to achieve will propel a leaner to go extra mile in performing better. Information in table 4, students more than 15 years were regarded as older students while those from 15 and below were categorized as younger students in senior secondary school one. Results showed that older students preferred more of sensing, visual, reflective and sequential learning style as most younger students preferred intuitive, visual, active and sequential style. This shows that age has no influence on students learning style preference. This maybe due to the fact that as adolescents transit into senior secondary school, the discovery process of social activities and learning will be unfolding the more. During the CAT, younger students performed better (73.1%) than older students (43.5%) implying that age has an influence on students academic achievement. This result maybe due to the fact that the older students feel out of place in school since most have repeated classes and some are training themselves. Based on the findings some personalogical variable have influence on learners style of learning and achievement. Therefore the followings are recommended.
- Counsellor and parents need this knowledge to direct children on career choice so as to live meaningfully.
- Classroom teacher should have the knowledge of individual differences among students in the classroom for proper adjustment of programs and to reduce educational attributions.
- Education stakeholders should consider students learning styles in the planning and implementation of school curriculum.
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