Logical Learning Style as Predictor of Academic Performance of Physics Students in Secondary Schools of Katsina Zonal Education Quality Assurance, Katsina State, Nigeria

Abstract

This study investigated Logical learning style as predictor of students' academic performance in Physics in secondary schools of Katsina Zonal Education Quality Assurance, Katsina State, Nigeria. The study was guided by two (2) objectives, one (1) research question and one (1) null hypothesis at 0.05 level of significance. The study employed Ex-Post Facto Research Design. The Population of the study comprised 5,445 SS II students from 23 Public Secondary Schools under Katsina Zonal Education Quality Assurance, out of which 357 were selected as the sample of the study using proportionate sampling technique. Data was collected using the instrument, Logical Learning Style Test (LLST); with established reliability coefficients 0.72. The research question was answered using descriptive statistics such as frequency bar chart; while the null hypothesis was tested using linear regression analysis. The study revealed that there was significant difference between academic achievement of logical learners and non-logical learners {p (0.000) <α (0.05)}. Moreover, linear regression coefficients indicated that there exists strong positive association between logical learning styles and academic performance in physics hence, logical learning style could significantly predict academic performance. The researcher concluded that logical Learning style could significantly predict physics academic performance. Based on the findings of the study, it was recommended among others that only students found to be logical in the selection test and placement test should be recommended to study physics.