Relationship between the Learning Styles and Academic Achievement of Bachelor Students in the Faculty of Education at Institute of Physical Education, Angthong Campus

Abstract

The objectives of this research were 1) to study the learning styles of students in the Faculty of Education, Institute of Physical Education, Angthong Campus the above-mentioned aspects classified by gender and academic achievement of Faculty of Education, Institute of Physical Education, Angthong Campus,
and 2) to study the relationship between the learning styles and academic achievement of students in the Faculty of Education, Institute of Physical Education, Angthong Campus. The sample group was 204 students in the Faculty of Education, Institute of Physical Education, Angthong Campus in Academic Year 2018, through Cluster Random Sampling. The instrument used for research was students learning styles questionnaire with a 5-rating scale: of 60 items. The quality of the test was the content validity index (IOC = 1.00). The discriminating powers of the students learning styles scale analyzed by t-test were statistically significant at 0.01, they were ranged from 6.47 – 9.86. Corrected Item-Total Correlation (CITC) was ranged from 0.29 – 0.68. The reliability of the social intelligence scale analyzed by Cronbach’s coefficient alpha of 0.96. The statistics used for data analysis were mean, standard deviation, and relationship was analyzed using Chi-square test statistic. The research result found that Students have learning styles of independent, dependent, avoidant, participative, and collaborative at a high level while they have learning styles of competitive was at a middle level. The male students have all learning styles at a high level, whereas female students have learning styles of independent, dependent, avoidant, participative, and collaborative at a high level but learning styles of competitive was at a middle level. The students with high, moderate and low academic achievement have learning styles of independent, dependent, participative, competitive, and collaborative at a high level. The students with moderate and low academic achievement have learning styles of avoidant at a high level, for students with high academic achievement have learning styles of avoidant at a middle level. The relationship between learning styles of independent, dependent, avoidant, participative, competitive, and collaborative with achievement was no relationship with academic achievement.