Abstract

• This study explored the relationship between learning style and Biology achievement of Grade Nine students. The study adopted a descriptive research design and employed a quantitative method. The target population in this study was Grade Nine students who chose the subject combination of Chemistry, Physics and Biology, and 415 participants were selected as sample from selected high schools in Sagaing Township. Data were collected by using a questionnaire based on Fleming’s (2015) VAK learning styles which include 45 items. The results revealed that the students in this study could be classified into six learning styles: unimodal; Auditory learning style (A) 44.1%, Visual learning style (V) 34.22%, Kinesthetic learning style (K) 12.77%, bimodal; Visual-Auditory (VA) 6.02%, Visual-Kinesthetic (VK) 2.17% and Auditory-Kinesthetic (AK) 0.72%. To measure students’ Biology achievements, Biology achievement test was designed by the researcher based on the content area of Chapters (1 to 3) from Grade Nine Biology textbook. Independent samples t-test showed no significant difference in Biology achievement by gender. One-way ANOVA showed that there are significant differences in Biology achievement by school level. Chi-Square test showed a statistically significant association between Gender and Learning Style preference. Pearson’s Correlation analysis showed no significant relationship between learning style and achievement in Biology subject.