ACADEMIC ACHIEVEMENT OF EARLY CHILDHOOD CARE EDUCATION PRE-

SERVICE SCHOOL TEACHERS IN MATHEMATICS WITH RESPECT TO THEIR

DIFFERENT LEARNING STYLES
BY
UGOCHUKWU, NGOZI .J. AND CHIOMA NJOKU
DEPARTMENT OF EARLY CHILDHOOD CARE & EDUCATION
ALVAN IKOKU UNIVERSITY OF EDUCATION, OWERRI
PHONE:
AND
UNAMBA, EUGENE CHUKWUEMEKA
DEPARTMENT OF PRIMARY EDUCATION STUDIES
ALVAN IKOKU UNIVERSITY OF EDUCATION, OWERRI
E-MAIL: [email protected]
PHONE: 08038956166
Abstract
The study investigated academic achievement of early childhood care education pre-service school
teachers in mathematics with respect to their different learning styles. Based on the purpose of the
study one research questions and one hypotheses guided the study. Descriptive research design
was adopted for the study. The population of the study comprised the entire final year pre- service
school teachers in School of early childhood care education teachers in Alvan Ikoku Federal College of
Education in Owerri Municipal Council Area of Imo State. A sample size of 285 Pre-service school
teachers was selected using simple random- sampling technique. The instruments used for data
collected was Kolb Learning Style Inventory (1999), which contains 12 sentence with four statement
each was used to evaluate the learning preference. The validity of the instruments was done by
experts in mathematics education and measurement and Evaluation. The reliability coefficient of 0.66,
0.74, 0.82 and 0.75 was determined using test re-test method. Data collected were analysed using
mean and standard deviation for the research question while the hypotheses were tested using
ANOVA at 0.05 level of significant. The results of the analyses of variance show that there is a
statistically significant difference in the academic achievement of the Iranian students that correspond
to the four learning styles [F(3, 285) = 9.52, p < .05]; in particular, the mean scores for the
converging and assimilating groups are significantly higher than for the diverging and accommodating
groups.

KEYWORDS:ACADEMIC ACHIEVEMENT, MATHEMATICS AND LEARNING STYLES

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Introduction

Mathematics is one of core and compulsory subject that every child must offer in primary
level of education as stipulated by the Federal Republic of Nigeria (FRN, 2014). According to Hom
(2013) mathematics is the science that deals with logic of shape, quantity and arrangement. Richard
& Robbins (2010) opined that it is the science of abstract objects that relies on logic rather than on
observation, simulation and even experimentation as means of discovering result. This mathematics is
regarded as the Queen of science Gauss (2010). Mathematics is the foundation of any meaningful
scientific and technological advancement. Kuku (1998) points out that the language of mathematics is
virtually spoken in all the disciplines. Mathematics is so accepted in the world to that their language is
universal. Despite the importance of mathematics to the society, the there are still problems of low
academic performance and some factors have been identified in explaining academic achievement
among the numerous researchers, demographical status ( Ray, 2010; O’Sullivan, 2009), intelligence
(Deary, Strand, Smith, and Fernandis, 2017) behavioural characteristics (Ergul, 2004; Lane, Barton-
Arwoo, Nelsonz and Wehby, 2008) and psychological factors, namely attitudes (Erdogan, Bayram,
and Deniz, 2008; Olatunde, 2009), self-esteem (Bankston, Schmidt, Padilla, 2003; and Reasoner,
2005). Self-efficiency (Onyeizugbo) and self concept (Reynolds, 1988, Holiday, 2009). Lack of
curriculum integration, shortage of mathematics teachers, poor classroom organization by teachers,
poor remuneration of teachers and poor government policy (Odill, 2006). According to National
Mathematics Centre (2009) noted that poor performance of pupils in mathematics has more to do
with learning styles. Orhun (2013) opined that individuals’ ability to learn and interact might increase
when suitable learning styles are applied on learners’ ability.

Learning styles are characteristics ways of perceiving and processing information. According
to Hartley (1998) learning styles is a learner’s consistent way of responding to using stimuli in the
context of learning. A learning style is a preferential mode, through which a learner likes to master
learning, solve problems, thinks or simply reach in a pedagogical situation (Allinson and Hayes, 1996).
Dieff and Dieffy (2002) defined learning styles as the composite of cognitive characteristics, affective
and psychological factors that influence the way individuals’ interact and respond to learning
environment. For example, Keefe (1979) defined learning styles as the total of the learners’
characteristics and "the composite of characteristic cognitive, affective, and psychological factors that
serve as relatively stable indicators of how a learner perceives, interacts with, and responds to the
learning environment.". According to Dunn & Dunn (1978), learning style is a way of getting and
processing the knowledge starting with the learners’ dealing with new and difficult information (cited
in, Kazu, 2009). James and Gardner (1995) defined learning style as the “complex manner in which,

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and conditions under which, learners most efficiently and most effectively perceive, process, store,
and recall what they are attempting to learn”. Merriam and Caffarella (1991) explained learning style
as “individual’s characteristic way of processing information, feeling, and behaving in learning
situations”. Kolb developed an Experimental Learning Model (ELM) which classifies individuals
according to their learning preferences.

This model is grounded on Jung’s concept of types where development is accomplished by

higher- level integration and expression of non dominant modes of dealing with the world (Kolb,
1984). Kolb defined learning as a process of transformation of the experience. In ELM, learning is
consisted of four-stage hypothetical cycle including concrete experience (CE), reflective observation
(RO), abstract conceptualization (AC) and active experimentation (AE). This cycle is a two
dimensional and, one of the dimensions reflects concrete/abstract perception and the other one is
active/reflective processing. Individuals in CE stage of learning are generally are open- minded and
adaptable. In the RO stage, individuals watch and listen, view issues from different points of view,
and discover meaning in the learning material. AC stage is related to the application of thought and
logic. Especially, planning, developing theories, and analysis are the most important elements of this
stage. The AE stage is mainly focused on activity and includes testing theories, carrying out plans,
and influencing people and events.

People who choose concrete experience will assert that thinking about something changes it,
but those who prefer abstract conceptualization think that meaning is constructed only after internal
processing. In the second dimension, processing, people will receive outcomes of their perception and
have it in preferred way between active experimentation and reflective observation. Kolb (1984)
defined four learning styles for explaining individuals’ learning preferences. These are Diverger,
Assimilator, Converger and Accommodator.

Divergers (Concrete experiencer/Reflective observer) This type of learning style is

combination of concrete experience and reflective observation learning styles. Individuals who own
this learning style like to look at things from many perspectives and hence diverging from a single
experience to multiple possibilities in terms of what this might mean. They are very open-minded and
prefer to work with people. Generally, other people can easily influence divergers and to get
constructive feedback is important for them. Watching and feeling are essential for divergers. Their
judgments about any situation are taken very patiently and carefully but they don’t like to involve in
action. In the process of design their thoughts, their feelings and thoughts are at work. Socials
practices, journalism, psychology, literature and art/theatre are the jobs which are suitable for
divergers.

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 Convergers (Abstract conceptualization/Active experimentation) Individuals who own this
learning style learn best through active experimentation and abstract conceptualization. They like to
work themselves, solve problems and find practical solutions. Convergers prefer to study on technical
projects instead of social issues or interpersonal relationships. They are very good at conducting
laboratory experiments and they can easily learn via computer-based learning methods.

Accommodators (Concrete experiencer/Active experimenter)

The dominant learning abilities for Accommodators are Concrete Experience (CE) and Active
Experimentation (AE). They have the most hands-on approach, with a strong preference for doing
rather than thinking and involving oneself in the experience. Accommodators are risk- taker and tends
to solve problems often on other people’s information rather than on own analytic ability. They prefer
action-oriented activities. They like to discover but learn better by themselves than with other people.
The main questions for accommodators are 'what if?' and 'why not?' to support their action-first
approach.

Assimilators (Abstract conceptualizer/Reflective observer)

The dominant learning abilities for Assimilators are Abstract Conceptualization (AC) and
Reflective Observation (RO). They have the most cognitive approach, preferring to think than to act.
They prefer instructional methods for their learning, for example, lecture method and labortory
demonstrations. This learning style reflects characteristic of basic sciences and mathematics. They are
motivated to answer the question, "what is there to know?" .They are good at creating theoretical
models. Less interested in people more concerned with abstract concepts (Litzinger & Osif, 1993).

Purpose of the study

The main purpose of the study is to investigate academic achievement of Early Childhood Care
Education pre-service school teachers in mathematics with respect to their different learning styles.
Specifically it seeks to;

(1) To find out the academic achievement of pupils in mathematics with respect to different
learning styles
(2) Whether difference will exist in academic achievement scores of Early Childhood Care Education
pre-service school teachers in mathematics with respect to their different learning styles.

Research Question

1. What are the academic achievement scores of pupils in mathematics with respect to
different learning styles?

Hypothesis

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HO1: There is no significant difference in the academic achievement scores of pupils with different
learning styles

Method

The study adopted descriptive survey research design. The population of the study comprised all the
435 Nigerian Certificate in Education (NCE) pre-service school teachers in school of Early Childhood
Care and Primary Education. A sample size of 285 pre-service school teachers was selected using
simple random sampling technique. The instruments used for data collected was Kolb Learning Style
Inventory (1999), which contains 12 sentence with four statement each was used to evaluate the
learning preference. The LSI has been found to posses and very useful tool in contributing to our
understanding of the role of individual difference in the learning process and second instrument is
Mathematics Achievement Test (MAT), it comprised a 20-item multiple choice objective test question
constructed by researchers with special attention on ECE 326 mathematical skills comprising of
objective and rationale for teaching mathematical skills, measurement on 2D and 3D shapes, counting
of numbers and methods of teaching mathematical skills. The validity of the instrument was done by
two experts in Educational Psychology and one expert in Mathematics Education. Tests-retest
approach was used to establish the reliability of LSI and the results obtained were significant to
Pearson Product Moment Correlation. The result showed that LSI has a reliability coefficient of 0.66,
0.74, 0.82 and 0.75. The results obtained from MAT were subjected to Kuder Richardson formular -21
and result showed a reliability coefficient of 0.82. Data collected were analysed using mean and
standard deviation for the research question while ANOVA were used to test the hypothesis at 0.05
level of significant.

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Results

1. What are the academic achievement scores of pupils in mathematics with respect to
different learning styles?

Table 1. Mean and standard deviation of academic achievement with repect to different
leraning styles.

LEARNING STYLES N MEAN SD

DIVERGING 52 76.46 14.14

CONVERGING 104 85.27 11.17

ACCOMMODATING 63 77.30 12.49

ASSIMILATING 66 84.39 13.04

TOTAL 285 81.70 13.03

Results in table 1 shows, according to their learning styles (Diverging, Converging,

Accommodating; Assimilating). Among the learning styles, converging (85.27) styles was the most
chosen followed by accommodating (77.30), assimilating (84.39) and diverging style (76.46).

6
 HO1: There is no significant difference in the academic achievement scores of pupils with
respect to different learning styles .

Table 2: ANOVA results for the learning styles and academic achievement

Forms N Mean Std. F Sig-F Sig-Levene

Deviation

Diverging 52 76.46 14.14

Converging 104 85.27 11.17

9.52 .001* .169
Accommodating 63 77.30 12.49

Assimilating 66 84.39 13.04

Total 285 81.70 13.03

Table 3: Turkey HSD multiple comparison

(I)LSI (J) LSI Mean Std. Sig. 95% Confidence

Difference Error Interval

Lower Upper

Bound Bound

Diverging Converging -8.81* 2.12 .000 -14.29 -3.33

Accommodating -8.4 2.33 .984 -6.88 5.20

Assimilating -7.93* 2.31 .004 -13.91 -1.94

Converging Diverging 8.81 2.12 .000 3.33 14.29

Accommodating 7.97 1.99 .000 2.82 13.12

Assimilating .88 1.96 .970 -4.19 5.96

Accommodating Diverging .84 2.33 .984 -5.20 6.88

Converging -7.97* 1.99 .000 -13.12 -2.82

Assimilating -7.09* 2.19 .008 -12.77 -1.40

Assimilating Diverging 7.93* 2.31 .004 1.94 13.91

Converging -.88 1.96 .970 -5.96 4.19

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 Accommodating 7.09* 2.19 .008 1.40 12.77

As it is indicated, there is a statistically significant difference at the p<.05 level in academic

achievement scores for the four learning styles [F(3, 285) = 9.52, p <.05]. The effect size, calculated
using eta squared, was 0.09. Post-hoc comparisons using the Turkey HSD test indicated that the
mean score for the converging group (M = 85.2, SI) I 1.17) is significantly higher than that of the
diverging group (M 76.46, SD 14.14) and the accommodating group (M = 77.30, SD = 12.49).
Meanwhile, the mean score for the assimilating learning style (M 84.39. SD 13.04) is significantly
higher than that of the diverging group (M76.46, SD14.l4) and the accommodating group (M = 77.30,
SD = 12.49).

Discussion

The results of revealed that the different learning styles on the academic achievement of the
pupils. As predicted, the null hypothesis that there is no significant difference in the academic
achievement of students with converging, diverging, accommodating and assimilating learning styles
was rejected. Post-hoc comparisons support that the mean scores for converging and assimilating
groups are significantly higher than diverging and accommodating groups. This result was in
accordance with those of some other scholars (Malcom, 2009; Lynch, Woelfi, Steele and Hanssen,
1998; Newland and Woelfi, 1992; Kolb 1984), as they found that accommodators and divergers were
slightly less successful students than convergers and assimilators.

The converger’s dominant learning abilities are in abstract conceptualization (AC) and active
experimentation (AE). The converger’s greatest strength is in the practical application of ideas. The
assimilator’s abilities are abstract conceptualization (AC) and reflective observation (RO) with the
greatest strength in the abi1ity to create theoretical models (Kolb, 2005). Notably, both converging
and assimilating learning styles have a higher score in abstract conceptualization (AC) and lower
score in concrete experience (CE). Therefore, pupils with average age of 16 are expected and
academically rewarded for being more abstract and less concrete. This is consistent with Piaget’s
theory that students develop abstract thinking during adolescence, possibly as a result of
environmental (educational) demands. Meanwhile, there is another possible explanation, that is,
greater learning occurs when the teaching style matches the students’ learning styles than when they
are mismatched (Allinson & Hayes, 1996; Felder & Brent, 2005). Thus, it is possible that teachers in

8
the chosen sample have converging and assimilating teaching style. In other words, the higher
academic achievement can be the result of the match between teachers’ teaching style and the
students learning styles.

Conclusion

There is a statistically significant difference in academic achievement scores for the four learning
styles among pre –service school teachers.

Recommendations

1. Teachers should provide learning environments that match pupils' learning styles.
2. Teachers should provide learning strategy is through teaching for a balanced use of styles or
flexibility.

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