The influence of matching teaching and learning styles on the achievement in Science of grade six learners

Abstract

The aim of this investigation was to determine whether there is a significant difference in the academic achievement of sixth grade Science students when teaching styles are matched to their learning styles.

The research problem is encompassed in the following question: "Is there a relationship between matching teaching and learning styles and the academic success in Science?"

A quantitative approach was undertaken, specifically, the pretest-posttest control group experimental design. The population comprised of sixth grade students selected according to a non-probability sampling method of convenience. The sample comprised of two class units randomly selected.

The dependent sample t-test inferential statistic was used to analyze the data collected. The results indicated a statistically significant difference between the pretest and posttest scores of the experimental group.

The conclusion reached is that matching teaching styles to learning styles improves the academic success of sixth grade learners in Science.