Learning Styles, Teaching Strategies, and Academic Achievement among Basic Science Pupils in Ife East Local Government, Osun State

Abstract

This study examined the influence of learning styles and teaching strategies on academic achievement among Basic Science pupils in Ife East Local Government, Osun State. The purpose was to determine the relationships, joint contribution, and relative predictive power of these variables on pupils’ academic performance. A descriptive survey design was employed, involving 126 pupils selected through purposive sampling from six primary and junior secondary schools. Data were collected using structured questionnaires on learning styles, teaching strategies, and pupils’ Basic Science scores. Pearson Product-Moment Correlation and Multiple Regression analyses were conducted to answer the research questions. Results revealed significant positive relationships between learning styles and academic achievement (r = .58, p < .01) and between teaching strategies and academic achievement (r = .63, p < .01). Learning styles and teaching strategies jointly accounted for 49% of the variance in academic achievement (R² = .49, F(2, 123) = 52.47, p < .05). Relative contributions indicated that teaching strategies (β = .50, p < .01) had a slightly stronger influence than learning styles (β = .45, p < .01) on pupils’ performance. The findings underscore the importance of aligning teaching methods with pupils’ learning preferences to enhance understanding, engagement, and overall academic success. Based on the results, it is recommended that teachers adopt flexible, learner-centred strategies, conduct regular assessments of pupils’ learning styles, and implement instructional methods that accommodate diverse preferences. The study contributes to improving Basic Science education by highlighting the interplay between instructional approaches and individual learning characteristics in the Nigerian educational context.