Title of Thesis
The Effects of Learning Styles and Socio-Economic Status on
Learning Achievement of Secondary School Students.
National University Of Modern Languages,
|Number of Pages|
|Keywords (Extracted from title, table of contents and
abstract of thesis)|
Examination, Questionnaires, Effect,
Learning, Socio, Economic, Relationship, Secondary, Region, Sample,
Styles, Students, Achievement, Collaborative, Activities
The objectives of
the study were to investigate the relationship between different
learning styles and learning achievements, socio-economic status of
students and their learning achievement and learning styles and
Socio-economic status of students studying at secondary
schools.Study also assessed the difference in opinion by gender and
by region about learning styles.
To investigate the relationship three types of data were collected.
Firstly information about students learning styles were collected by
using learning style questionnaire, secondly information about
socio-economic status of parents were collected through the
questionnaire and thirdly information about students’ achievement
was taken from their Secondary School Certificate Examination.
The population of the study was all students studying in class 10th
at public sector schools of district Attock, Chakwal, Islamabad and
Rawalpindi. The sample (1580 students and their parents) was drawn
by using multistage sampling technique from four districts. The data
were collected by administering the questionnaires to students in
their classes.The data were then analyzed by SPSS using Pearson
Co-relation. Gender wise and region wise differences in opinion were
also computed by t-test.
It was found that A+ grade achievers did not preferred collaborative
learning style and A grade achievers did not preferred dependent
learning style. None of the students from upper and lower class got
A+ grade.The more students who got A+ grade were from the upper
middle class and lower middle class. The middle class students
prefer independent learning style.The female students prefer
dependent learning style in spite of region (rural and urban).No
difference in opinion by region was observed.
Students did not preferred collaborative and dependent learning
style. They preferred to study at their own this leads that the
class room activities were of no use for them. Their concern for the
achievement showed their interest for examination.This showed that
learning styles may not effect learning achievement but the system
of examination effects the achievement.In the light of conclusions
it was recommended that the system of examination may be connected
with class room activities. It may focus on real classroom learning
not to rote memorization.