Effects of Visual, Audio, Kinesthetic Learning on Emotional Intelligence, Attitude and Performance in Ecology among Colleges of Education Students, North-West, Nigeria.
Abstract
This investigated the of visual, audio, and kinesthetic styles on , scientific attitude, and performance in ecology among colleges of education students, North-West, Nigeria.
From the of 2,641, a sample of one and fifty-five (155) NCE II Biology students were selected for the study.
Study subjects were selected using Visual, Audio, and Kinesthetic (VAK) Learning Style Indicators and a simple balloting sampling method was used to assign schools into 3 experimental (N=117) and 1 control (N=38) groups.
A quasi-experimental pre-test post-test control group design was adopted for the study. Experimental groups were taught according to their learning style while the control group was exposed to the lecture method for six weeks.
The reliability of ECPT, TFSA, and EII, was obtained at 0.70, 0.75, and 0.85 respectively. Three research questions were stated for example; what are the effects of visual, audio, and kinesthetic learning on the ecology concept at the NCE level?
These were analyzed using mean scores and Standard Deviation. Similarly, three null hypotheses were stated, for example; there is no significant difference between the mean scores of NCE students‟ Academic Performance in ecology taught using visual, audio and kinesthetic learning style and those taught with lecture method. One way ANOVA and Scheffe‟s test statistic were employed at p ≤ 0.05.
For scientific attitude and emotional intelligence, Kruskal-Wallis and L.S.D statistical tests were used at α = 0.05 respectively. Major findings of the study show that visual, audio and kinesthetic learning style enhances performance in ecology and improves scientific attitude and emotional intelligence.
Based on this, it was concluded that NCE Biology students learn ecology concepts better, and have improved scientific attitude and emotional intelligence when the instruction method matches students‟ learning styles.
It is therefore recommended that students‟ learning styles should be considered when teaching ecology concepts and teachers should be trained and re-trained on the use of visual, audio, and kinesthetic learning styles in teaching ecology concepts.
Introduction
The problem
A shift from the traditional to the progressive model of education has led to an increased interest in learners‟ individual differences.
The new paradigm is student-center based on inclusiveness, cooperative learning, and encourages diversity (Zywno, & Waalen 2002).
Global trends in teaching and classroom management have reflected a significant increase in student population, which in turn made modern classrooms more diverse.
This creates a challenge that is not only with oversized classes; but with students of varying abilities who differ in the ways, they prefer to acquire information.
It has been observed that the inclusion of students from diverse cultural backgrounds, varying interests, learning styles, experiences, strengths,
and needs compel educators to re-look at their instructional practices with a view to devising a better approach to teaching and learning that would give students multiple options for taking in information and making sense of ideas (Subban, 2006).
Throughout the ages, societies educate their young and adults in order to be active and functional members of their society.
Sequel to that Nigerian philosophy of Education believes that education is an instrument for National development [FRN, 2013].
This study opined that with increasing scientific advancement, there is increased demand for educated individuals.
It has been observed that individuals with competencies, skills, and sensibilities to proactively, logically, and critically engage new situations will have a higher advantage over those without them (Abanihe et al., 2010).
Therefore for a country to survive in the current global competition, science education needs to be taught effectively in schools.
To achieve that there is a need to prepare competent classroom teachers in science subjects to educate the citizens for national development.
References
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