GRADE NINE STUDENTS' LEARNING STYLES, THEIR TEACHERS' TEACHING STYLES AND CHEMISTRY ACHIEVEMENT
Abstract
- The purpose of this study is to investigate students' learning styles, their teachers' teaching styles and achievement in Grade Nine Chemistry. Six townships were randomly selected from four districts in Yangon Region. One High School from each township was selected by using random sampling technique. Three hundred and sixty students responded to a survey instrument which includes Grasha-Riechmann Learning Style Scale, Teaching Styles Inventory, and Chemistry Achievement Test (CAI). The data were analyzed by One-way Repeated Measures ANOVA and Pearson Product Moment Correlation. The results showed that collaborative and participant learning styles among six learning styles have high mean scores, and on the other hand, expert and formal authority teaching styles among five teaching styles have high mean scores. In correlation, there is a positive correlation between the learning styles of the students and their achievement, but a negative correlation between the teaching styles of the teachers and the students' achievement. Thus, this study implies that the teaching styles of the teachers need to be aligned with the learning styles of the students in order to be successful teaching, and cooperative learning, discussion method, and self-directed learning should be emphasized in teaching-learning situation in order to acquire high chemistry achievement and life-long learning.
Collections
Download
Year
- 2021
Author
-
Salai Tin Htun
Subject
- Educational Methodology
Publisher
- Myanmar Academy of Arts and Science (MAAS)