PREDICTIVE POWERS OF LEARNING STYLE, SELF-REGULATED LEARNING SKILL AND ACHIEVEMENT MOTIVATION ON SECONDARY SCHOOL STUDENTSâ€™ ACHIEVEMENT IN MATHEMATICS IN IMO STATE
Keywords:Mathematics, Learning style, Self-regulated skill, Achievement Motivation
The predictive powers of learning style, self-regulated learning skill and achievement motivation on secondary school studentsâ€™ achievement in mathematics in Imo state was investigated due to the persistent poor performance of students in the subject. It adopted a predictive correlational survey research design. The sample for the study comprised of 882 SS2 students randomly selected from fourteen public senior secondary schools in Owerri Education Zone of Imo State. The instruments used were Barsch Learning Style Inventory (BLSI), Self-regulated Learning Questionnaire (SRLQ) and Achievement Motivation Scale (AMS). The cumulative average scores of studentsâ€™ results were used as their academic achievement scores. Three experts validated the instrument. The reliability was established using Cronbach Alpha which were found to be 0.85, 0.89 and 0.81 respectively for BLSI, SRLQ and AMS. The data collected were analysed using correlation coefficient and multiple regression with the aid of (SPSS) version 20. The results of the study revealed that learning style, self-regulated learning skill and achievement motivation predicted 1.9%, 1.0% and 0.6% respectively to the variance observed in studentsâ€™ achievement scores in mathematics. The result also showed that the predictor variables jointly accounted for only about 2.3% of the variance observed in mathematics achievement scores of students which was significant. The study recommended that, there is need to help secondary school students overcome every problem associated with learning style, self-regulated learning skill and achievement motivation. Such help and effort, by school guidance counsellors, school authorities, parents and teachers, will go a long way to increasing studentsâ€™ mathematics achievement.