Learning Styles of Ninth Grade Students in Irbid and its Effects on their Achievement in Chemistry

Abstract

The purpose of this study was to investigate the
learning styles of 9th grade students according to Herrmann's
theory, and its effect on their achievement in chemistry, and if
it differs according to the sex of subjects. The study sample
consisted of 491 male students and 487 female students. A
learning style questionnaire was used to determine the
learning styles of students. The results of the study indicated
that 82% of the respondents had a single dominant learning
style, while the rest (18%) had two or three learning styles.
The percentages of dominant learning styles for the sample
were: 34.5% C (Interactive), 18.8% D (Internal), 14.5% B
(procedural), and 14.2% A (External). In terms of gender, the
percentages of dominant learning style was different; the
highest percentage for male students was in learning style A,
while the highest percentages for female students were in
learning styles C and D. Additionally, the results indicated
that the achievement in chemistry for 9th grade students had
significant difference (α = 0.05) for learning style D compared
with both styles B and C. Finally, there was no significant
difference found in achievement due to gender or the
interaction between learning style and gender.