Project – Pupils learning styles and ICT Awareness on Student Academic Performance in Surulere LGA

CHAPTER ONE

INTRODUCTION

• Background to the Study

The relationship between pupils’ learning styles and academic performance has long been recognized as a critical component in educational psychology and curriculum development. Learning styles refer to the preferred ways individuals absorb, process, and retain information (Kolb, 1984). Fleming’s VARK model—Visual, Auditory, Reading/Writing, and Kinesthetic—remains a widely accepted framework in understanding these preferences (Fleming & Mills, 1992). Numerous studies have shown that students learn more effectively when instruction aligns with their preferred learning styles. For instance, Adeyemo (2019) found that visual and kinesthetic learners in Nigerian secondary schools outperformed their peers when taught using multimedia and hands-on activities, respectively. This suggests that recognizing and adapting to students’ learning preferences may improve educational outcomes.

In recent years, Information and Communication Technology (ICT) has become increasingly integral in education. ICT awareness refers to a student’s familiarity, access to, and ability to use digital tools and platforms for learning purposes (Yusuf, 2005). The integration of ICT in classrooms has transformed traditional teaching methods, providing interactive and personalized learning environments. According to Afolabi and Adedayo (2020), students with higher ICT awareness were more engaged and performed significantly better in subjects like Mathematics and English Language. These findings point to a positive correlation between ICT awareness and academic performance, particularly in urban centers like Lagos where ICT infrastructure is more accessible.

The interplay between learning styles and ICT tools also enhances the educational process. ICT facilitates multimodal teaching, catering to various learning preferences simultaneously. For instance, visual learners benefit from infographics and videos, while auditory learners gain from podcasts and narrated presentations. A study by Okebukola (2018) indicated that ICT-enhanced instruction significantly improved academic performance in Nigerian secondary schools when students’ learning styles were considered. Therefore, the synergy between ICT use and learning style adaptation offers a powerful tool for academic improvement.

In the Nigerian context, particularly in urban areas like Surulere Local Government Area (LGA) of Lagos State, access to ICT and exposure to varied teaching methodologies have increased. Studies conducted in Lagos have reported that students who are both ICT-aware and taught in line with their learning styles demonstrated superior academic performance compared to their peers (Ogunlade & Adesokan, 2021). These students showed higher engagement and motivation, key indicators of academic success. However, disparities in ICT access between public and private schools may influence the extent of this impact.

While the benefits are clear, challenges persist. Many teachers lack adequate training in identifying students’ learning styles or integrating ICT tools effectively into their teaching. Moreover, infrastructural limitations, such as inconsistent electricity and internet connectivity, hinder the consistent use of ICT in schools (Ukwueze & Nwafor, 2020). These barriers reduce the potential benefits of aligning instruction with learning styles through ICT. Addressing these gaps requires a holistic approach involving teacher training, policy support, and infrastructural investment.

In conclusion, existing literature underscores the importance of recognizing pupils’ learning styles and increasing ICT awareness to enhance student academic performance. When effectively integrated, ICT can accommodate diverse learning preferences, leading to improved engagement and outcomes. In educational settings like Surulere LGA, where digital literacy is growing, harnessing the combined potential of learning styles and ICT could provide a pathway toward academic excellence. Future research should focus on longitudinal studies and intervention-based approaches to fully understand the impact and develop practical strategies for implementation.

1.2  Statement of the Problem

The academic performance of students in Nigerian schools, particularly in Surulere Local Government Area (LGA) of Lagos State, continues to be a subject of concern for educators, policymakers, and parents alike. Despite various educational reforms and interventions aimed at improving learning outcomes, there remain significant disparities in student performance across different schools. One critical factor that contributes to this issue is the diverse learning styles among students. Students have varying preferences when it comes to how they absorb, process, and retain information, which can significantly impact their engagement and overall academic achievement. As a result, there is a growing need to explore how learning styles influence student performance, and whether instructional methods that align with these styles can improve educational outcomes in Surulere LGA.

In recent years, the integration of Information and Communication Technology (ICT) into education has been proposed as a solution to the academic performance gap in Nigeria. ICT tools, such as computers, the internet, and multimedia devices, have the potential to transform teaching and learning by providing interactive, personalized, and dynamic educational experiences. However, the extent to which students in Surulere LGA are aware of ICT and able to utilize these tools in their learning remains unclear. Many students, especially those in public schools, face challenges in accessing and effectively using ICT resources, which can result in missed opportunities for improving their academic performance. This raises the question of how ICT awareness, when combined with an understanding of learning styles, can influence students’ academic success in Surulere LGA.

Despite the growing recognition of the importance of learning styles and ICT in educational settings, there has been limited research on how these factors interact to influence academic performance in Nigerian secondary schools, particularly in the urban setting of Surulere. While some studies have explored the individual effects of learning styles and ICT awareness on student outcomes, few have examined how these factors intersect. This gap in the literature calls for an in-depth exploration of how the alignment between students’ learning preferences and their ICT usage affects their performance. Understanding this relationship is crucial for developing more effective teaching strategies that could improve academic results in Surulere LGA.

The challenge of adapting teaching methods to accommodate diverse learning styles while integrating ICT effectively is compounded by the limited training and resources available to teachers. Many teachers in Surulere LGA may not be adequately trained to identify and cater to the varied learning styles of their students. Additionally, there is a lack of standardized frameworks for integrating ICT into the curriculum in a way that supports all learning styles. This lack of teacher preparedness, combined with infrastructural limitations such as unreliable internet connectivity and insufficient ICT resources in many schools, creates a barrier to effectively utilizing technology in ways that could enhance student learning outcomes.

Furthermore, there are socio-economic factors that affect students’ access to ICT tools and learning resources. Students from low-income families may struggle to access the necessary devices and internet connectivity to fully engage with ICT-enhanced learning. This digital divide further exacerbates educational inequalities, as students who lack ICT access are left at a disadvantage compared to their peers in more affluent areas. In Surulere, where the socio-economic status of students varies widely, these disparities may be more pronounced, affecting the overall academic performance of students in the region.

In conclusion, while the integration of ICT and the recognition of learning styles hold promise for enhancing academic performance, significant challenges persist in Surulere LGA. These challenges include limited ICT awareness, inadequate teacher training, infrastructural deficiencies, and socio-economic disparities that prevent equal access to digital learning resources. To address these issues, it is essential to investigate the extent to which learning styles and ICT awareness impact student performance in Surulere LGA and explore ways to bridge the gaps in educational practices and resources.

1.3  Aim and Objectives of the Study

The aim of the study is to examine Pupils learning styles and ICT Awareness on Student Academic Performance in Surulere LGA. The specific objectives are:

1. To identify the various learning styles of pupils in the study group.
2. To assess the level of ICT awareness among students in relation to their academic performance.
3. To examine the correlation between pupils’ learning styles and their academic performance.
4. To investigate the impact of ICT awareness on student academic performance.

1.4  Research Questions

The research questions are buttressed below:

1. What are the different learning styles exhibited by pupils in the study group?
2. How does the level of ICT awareness among students relate to their academic performance?
3. Is there a correlation between pupils’ learning styles and their academic performance?
4. What is the impact of ICT awareness on student academic performance?

1.5  Research Hypothesis

The hypothetical statement of the study is buttressed below:

Ho: Level of ICT awareness among students will not affect their academic performance.

H1: Level of ICT awareness among students will affect their academic performance.

1.6  Significance of the Study

The significance of this study lies in its potential to provide valuable insights into the relationship between pupils’ learning styles and ICT awareness, and how these factors influence academic performance in Surulere Local Government Area (LGA) of Lagos State. Understanding this relationship is crucial for developing more personalized and effective teaching strategies that can accommodate the diverse learning preferences of students. By identifying the specific learning styles prevalent among students in Surulere and examining how ICT can enhance these styles, the study will contribute to more targeted and efficient teaching methodologies. This is particularly important in urban areas like Surulere, where the student population is diverse, and educational interventions must be adapted to meet the needs of different learners.

One key significance of this study is its potential to guide the development of educational policies that integrate ICT and learning style-based approaches into the curriculum. Policymakers in Lagos State and beyond will benefit from the findings, as they can use the results to create policies that encourage the use of ICT in classrooms while considering the varied learning styles of students. The study will offer evidence that supports the adoption of ICT tools that are compatible with different learning preferences, such as multimedia for visual learners or interactive platforms for kinesthetic learners. This can lead to a more inclusive and holistic approach to education that promotes equal learning opportunities for all students.

Additionally, this research holds significance for teachers in Surulere LGA and similar educational settings. By understanding how ICT awareness can be harnessed to address different learning styles, educators will be better equipped to improve their teaching practices. Teachers who are trained to identify their students’ learning preferences and incorporate appropriate ICT tools into their lessons will be able to create more engaging and effective learning environments. The study will provide practical recommendations for educators on how to combine the use of technology with differentiated instruction to maximize student achievement, especially for students who might struggle under traditional teaching methods.

The study is also significant because it will highlight the challenges faced by students in Surulere LGA regarding access to ICT resources. In an era where digital literacy is essential, students who lack access to the necessary tools, such as computers or the internet, are at a disadvantage. By examining the impact of ICT awareness on academic performance, this research can draw attention to the digital divide that exists in various educational institutions. Identifying these challenges will provide a basis for local educational authorities to address the gap by improving infrastructure and making ICT resources more accessible to students, particularly in public schools where these issues may be more prevalent.

Furthermore, the significance of this study extends to the broader field of educational research. Although various studies have explored the individual roles of learning styles and ICT in student performance, few have examined their combined effect, especially in the context of Nigerian secondary schools. By exploring this intersection, the study will contribute to the growing body of knowledge on the influence of personalized learning strategies and technological integration on student success. This will not only enrich academic literature but also provide a foundation for future studies that can explore similar dynamics in other regions or countries with varying educational landscapes.

In conclusion, the findings of this study will have wide-reaching implications for education in Surulere LGA, Lagos State, and potentially other regions in Nigeria. By exploring how learning styles and ICT awareness interact to influence academic performance, the research will inform effective teaching practices, shape educational policies, and raise awareness about the challenges students face in accessing digital learning tools. Ultimately, this study will contribute to improving educational outcomes by providing evidence-based solutions that cater to the diverse needs of students in a rapidly evolving digital world.

1.7  Scope of the Study

The study examines Pupils learning styles and ICT Awareness on Student Academic Performance in Surulere LGA. The study is limited to Student from five selected Secondary Schools in Surulere LGA

1.8  Operational Definition of Terms

Pupils’ Learning Styles: Pupils’ learning styles refer to the various approaches or preferences that students use to absorb, process, and retain information. These styles are based on individual differences in how students perceive and engage with learning material. Learning styles can be categorized in different ways, with one of the most popular models being the VARK model (Visual, Auditory, Reading/Writing, and Kinesthetic). Visual learners prefer images, charts, and diagrams; auditory learners retain information better through listening; reading/writing learners benefit from written content such as notes and essays; and kinesthetic learners learn best through physical activities and hands-on experiences. Understanding pupils’ learning styles allows educators to tailor teaching methods to enhance student engagement and performance.

ICT Awareness: ICT awareness refers to the understanding, familiarity, and competency of individuals in using Information and Communication Technology tools. This includes the ability to use digital devices such as computers, tablets, and smartphones, as well as various software applications, internet services, and online learning platforms. ICT awareness also involves knowing how to use these tools effectively for educational purposes, such as accessing learning materials, conducting research, and engaging in online communication. In educational contexts, ICT awareness is crucial as it enables students to navigate the digital world, enhancing their learning experiences and equipping them with skills essential for academic success and future careers.

Student: A student is an individual who is actively engaged in learning or studying at an educational institution such as a school, college, or university. In this context, a student is typically enrolled in a formal learning program, where they acquire knowledge, skills, and competencies through instruction, practice, and assessment. Students can range in age, from young children in primary education to adults in higher education. The term “student” reflects a person who is in the process of formal education and actively participates in academic activities aimed at learning and achieving educational objectives.

Academic Performance: Academic performance refers to the extent to which a student successfully meets the learning objectives and standards set by an educational system. It is typically measured through assessments such as tests, exams, assignments, projects, and grades. Academic performance reflects a student’s ability to understand, retain, and apply the knowledge and skills taught within a curriculum. High academic performance usually indicates a strong understanding of subject matter, good study habits, and effective learning strategies. Conversely, poor academic performance may indicate challenges such as learning difficulties, lack of engagement, or inadequate access to educational resources. Academic performance is often used as an indicator of student success and is a key factor in determining academic progression and future opportunities.

Project – Pupils learning styles and ICT Awareness on Student Academic Performance in Surulere LGA