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 This study investigated the effect of Information and Communications Technology (ICT) instructional package on achievement of pupils with different learning styles in primary science. ICT facilities have been advanced as having the potential for enhancing achievement in learning. Learners have also been described as individuals with diverse learning styles. There is therefore the need to diversify instructional techniques to possibly address the learners’ needs in the process and achieve success in learning. The ICT instructional package used in this study consists of prepared lessons on the two primary science topics taught in the study. The package was designed taking advantage of the potentials of the computer and the contents stored in a compact disk (CD-ROM) and projected on a screen using a projector during the classroom instructional presentations. The study focused on two of the Felder-Silverman’s dimensions of learning styles (active/reflective and visual/verbal) which have link with the learning process in a classroom. The study also examined the influence of gender on achievement of pupils with different learning styles in primary science. Six research questions and four hypotheses guided the study. A quasi-experimental pretest/posttest non-equivalent control group research design was employed for the study. The study employed the multi-stage sampling technique and the selection of sample was based on subjects having clearly defined learning styles. A total of 177 primary five pupils who were clearly demarcated on the two dimensions of learning styles investigated and sampled from two schools in Nsukka urban within Nsukka Education zone participated in the study. Two instruments served the purposes of data collection in the study. The first was a learning styles instrument which is an adaptation of the Index of Learning Styles (ILS) questionnaire developed by Felder and Soloman (1996). The second instrument was an achievement test designed by the researcher and tagged pupils’ achievement test in primary science (PATIPS). Both the learning styles instrument and achievement test were validated by experts to ascertain their suitability for use in the study. The validated instruments were further subjected to reliability testing. The reliability of the learning styles instrument was established through a test retest of two weeks interval and the reliability coefficients obtained using Pearson Product Moment Correlation were 0.83 and 0.77 for the active/reflective and visual/verbal dimensions of learning styles investigated in the study respectively. The reliability of the achievement test was equally established through a single administration of the test instrument and the reliability coefficient determined using Kuder-Richardson (K-R20) formula was 0.71. Research questions one and two were answered using percentages and frequencies, research questions three to six were answered using means and standard deviations while all the hypotheses were tested at 0.05 level of significance using Analysis of Covariance (ANCOVA). The results of the study indicated that the pupils made use of different learning styles during learning and that gender influenced the learning styles of the pupils. The use of ICT in the delivery of primary science instructions enhanced the achievement scores of pupils in primary science and there was a significant difference in the achievement scores of pupils with different learning styles. Gender did not significantly influence the achievement scores of pupils with different learning styles. Finally, the interaction effect of gender and use of ICT was not statistically significant in influencing the achievement of the pupils. The educational implications of the findings of the study were also discussed and the study recommended the need for teachers to be aware of the individual differences in their learner population especially, in the area of learning styles as such awareness will make the teaching/learning process more productive, that ICT instructional packages be adopted for instructional purposes and that male and female learners be given equal encouragement to study science among others. The limitations of this work were equally highlighted and suggestions made for further research.

Review project detailsComments
Number of Pages169 pages
Chapter one (1)Yes  Introduction
Chapter two (2)Yes  Literature review
Chapter three (3) Yes methodology
Chapter  four (4) Yes  Data analysis
Chapter  five (5) Yes Summary,discussion & recommendations
ReferenceYes Reference
QuestionnaireYes Questionnaire
Appendixyes Appendix
Chapter summaryyes 1 to 5 chapters
Available documentPDF and MS-word format


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