Effect of teaching using preferred learning styles on students’ performance, in Biology and Geography in secondary schools in Nairobi County, Kenya

Abstract

The purpose of this study was to determine the effect of teaching using preferred learning styles on students’ performance, in Biology and Geography in secondary schools in Nairobi County. Students in both private and public schools in Nairobi County have not been performing satisfactorily in sciences. A study, therefore, was done to establish the effect of matching teaching styles with preferred learning styles on students' performance in Biology and Geography. Multivariate analysis of variance in Geography F (1, 1315) = 2870.1, p = .000) and in Biology F (1, 1315) = 2994.1, p = .000), and linear regression in Geography, F (1, 1315) = 2870.056, p = .000, and in Biology, F (1, 1315) = 2994.137, p = .000 analysis showed statistically significant effect on performance of students taught using preferred learning styles. The findings lead to a conclusion that there is a need to inform teachers to identify and teach their learners according to the learners' preferred learning styles to enhance their performance in sciences.