ABSTRACT
DespitetheimportanceofagricultureinKenya’seconomy,academicachievement
ofsecondaryschoolagriculturestudentshasnotbeensatisfactory.Thestudents’
meanscoresinthesubjectfrom theyear2007to2013werelessthan50percentof
theexpectedscorenationally.ThemeanscoresinAgricultureinEldoretEastSub
County ranged between 5.11 and 5.62 outofthe possible 12.00.This poor
performancehasbeenpartiallyattributedtostudents’learningstyles;theirinterest
inthematerialunderstudy,motivationandthelearningenvironment.However,few
empiricalstudieshavebeendonetodeterminethelinkbetweenlearningstylesand
learners’achievementinsecondaryschoolagriculture.Thepurposeofthisstudy
was to determine the effects of learning styles on Agriculture students’
achievementinsecondaryschoolinEldoretEastSubCounty.Thetargetpopulation
wasallsecondaryagriculturestudentsandtheaccessiblepopulationwas1200
form threeagriculturestudentsintheSubCountyco-educationalschools.Krejcie
and Morgan formulawasused to estimatethesamplesize,which was291.
Purposivesamplingwasusedtoselect10co-educationalsecondaryschoolsfrom
which291respondentsweresystematicallyselectedintothesamplebyuseof
random numbers.Descriptivesurveystudydesignwasadoptedforthestudy.The
Kolb’sLearningStyleInventory(KLSI)andanAgricultureassessmenttest(AAT)
wereusedtocollectthedata.ThereliabilityofKLSIwas0.745andthatofAATwas
0.71KLSIwasusedtoprofilethelearningstylesofagriculturestudentsasoneof
thefourlearninggroups:Converging,Diverging,AssimilatingandAccommodating.
StatisticalPackageforSocialSciencescomputerpackageversion21wasusedin
theanalysisofthedataobtained using frequencies,percentages,meansand
standard deviations,Analysis ofVariance (ANOVA)and Chi-square test.The
hypothesesweretestedata0.05levelofsignificance.Thefindingsindicatedthat
there was a statistically significantrelationship between learning styles and
academicachievementatalpha=0.038.Thestudyalsorevealedthattherewasa
statisticallysignificantdifference between genderand achievementbased on
learningstyleatalpha=0.029and0.012forlearningstylesandgenderrespectively.
ThisstudyrecommendsthatAgricultureteachersshouldidentifythelearningstyle
oftheirstudentsanduseteachingstrategiesthatcomplementthem.Theuseof
multiple teaching methods will greatly enhance the process of teaching and
learning and make it effective and rewarding
, M (2021). Effectoflearningstylesandgenderonstudents’achievementin Secondary school agriculture subject in eldoret east sub-County, Kenya. Afribary. Retrieved from https://tracking.afribary.com/works/effectoflearningstylesandgenderonstudents-achievementin-secondary-school-agriculture-subject-in-eldoret-east-sub-county-kenya
, MUGEJOSEPHINECHEPCHUMB "Effectoflearningstylesandgenderonstudents’achievementin Secondary school agriculture subject in eldoret east sub-County, Kenya" Afribary. Afribary, 15 May. 2021, https://tracking.afribary.com/works/effectoflearningstylesandgenderonstudents-achievementin-secondary-school-agriculture-subject-in-eldoret-east-sub-county-kenya. Accessed 09 Nov. 2024.
, MUGEJOSEPHINECHEPCHUMB . "Effectoflearningstylesandgenderonstudents’achievementin Secondary school agriculture subject in eldoret east sub-County, Kenya". Afribary, Afribary, 15 May. 2021. Web. 09 Nov. 2024. < https://tracking.afribary.com/works/effectoflearningstylesandgenderonstudents-achievementin-secondary-school-agriculture-subject-in-eldoret-east-sub-county-kenya >.
, MUGEJOSEPHINECHEPCHUMB . "Effectoflearningstylesandgenderonstudents’achievementin Secondary school agriculture subject in eldoret east sub-County, Kenya" Afribary (2021). Accessed November 09, 2024. https://tracking.afribary.com/works/effectoflearningstylesandgenderonstudents-achievementin-secondary-school-agriculture-subject-in-eldoret-east-sub-county-kenya