The Effect of Teaching Using Preferred Learning Styles on Students’ Performance, in Biology and Geography in Secondary Schools in Nairobi County, Kenya

Abstract

In Nairobi County, students in both private and public schools have not been performing satisfactorily in sciences. A study therefore was done to establish the effect of matching of teaching styles with preferred leaning styles of students’ performance in biology and geography. Multivariate analysis of variance in geography F (1, 1315) = 2870.1, p = .000) and in biology F (1, 1315) = 2994.1, p = .000), and linear regression in geography, F (1, 1315) = 2870.056, p = .000, and in biology, F (1, 1315) = 2994.137, p = .000analysis showed statistically significant effect on performance of students taught using preferred learning styles. The findings lead to a conclusion that there is a need to inform teachers to identify, and teach their learners according to the learners’ preferred learning styles to enhance their performance in sciences.