FIGURAL LEARNING STYLES AND ACADEMIC ACHIEVEMENT: A COMPARATIVE STUDY OF SENIOR SECONDARY SCHOOL STUDENTS IN ENGLISH

Authors

Dr. Anuradha Sindhwani (Associate Professor), K.M. College of Education, Bhiwani, Haryana, India.

Dr. Rakhi (Lecturer), Vaish College of Education, Rohtak, Haryana, India.

Abstract

The present study aimed to examine the impact of figural learning style on academic achievement of senior secondary school students.The study sample consisted of 600 senior secondary school students from five districts of Haryana state. Cluster Random sampling technique was used to select these subjects from the population. Learning Style Inventory by Mishra (2012) and Achievement Test in English constructed by investigators were used for data collection. Descriptive statistics like Mean, Standard Deviation and ‘t’ test was used to compare the groups. The findings of the study revealed that statistically, there are significant differences in academic achievement of students with respect to figural learning styles (i) students having high figural learning style have better academic achievement than the students having average figural learning style; (ii) students having average figural learning style have better academic achievement than the students having low figural learning style; and (iii) students having high figural learning style have better academic achievement than the students having low figural learning style.