Year: 2017 | Month: August | Volume 8 | Issue 2
Learning & Thinking Style as a Major Determinant of Academic Achievement among School Students: An Analytical Study
Abstract:
The present study was undertaken to study the effect of learning and thinking style on academic achievement of secondary school students. Academic achievement was treated as dependent variable whereas; learning and thinking style, locality and gender were treated as independent variables. A sample of 500 secondary school students was selected through multi-stage random sampling technique. Style of Learning and Thinking (SOLAT) test developed by Venkataraman (2011)[22] was used to measure learning and thinking style of students in terms of their hemisphericity functions of the brain. The obtained data were analyzed using Three Way ANOVA with 2×2×2 factorial design. Levene’s Test of Homogeneity of Variance was also applied to test the assumption of homogeneity of variance for ANOVA. Main effects of learning and thinking style, locality and gender on academic achievement of secondary school students were found to be significant. Significant interaction effect of learning & thinking style and locality; learning & thinking style and gender was reported on academic achievement of secondary school students. Further, no significant interaction effect of locality & gender was reported on academic achievement of secondary school students. Triple interaction effect of learning and thinking style, locality and gender on academic achievement of secondary school students was found to be significant. The findings of the present study has an implication for teachers that they should find out the dominant part of their students’ brains first and then use the appropriate classroom techniques, methods and tools according to them only then better and greater learning can be accomplished.
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