Personality Types Learning Styles And Academic Performance Of Secondary School Students In Economics In South-west Nigeria

Economics is the study of scarce resources allocation to satisfy unlimited human wants and this makes it an integral part of human life. As good as the study of Economics is to human life; it is disheartening to observe that students’ performance in the subject has been below average asrnevident in the trend of performance released by the Wes African Examination Council (WAEC) between the years 2010 to 2018. This study, therefore examined Personality types, Learning styles and Academic performance of Secondary School Students in South-west, Nigeria. The objectives of the study were to: (i) examine the profile of Personality types and learning styles of students in South-west, Nigeria; (ii) assess students’ LS on the basis of their personality; (iii) assess students’ Academic Performance on the basis of their PT and LS; (iii) examine Personality Type A and B students’ Academic Performance using different LS; (iv) examine the difference in Performance of students on the basis of school type and gender.rnThe study was a descriptive research design involving 1080 senior school students selected through multi stage sampling techniques out of a population of 1,961,505. Data were collected using the adapted Jung-Myers-Briggs Typology Inventory (JMBTI), Visual, Aural/Auditory, Read/Write and Kinesthetic Questionnaire (VARKQ). Students’ performance was determined with a set of West African Examination Council Economics Objective Test questions. These instruments (JMBTI and VARKQ) were validated and with a reliability coefficients of 0.83, 0.81 and 0.79 respectively. Data collected were analyzed using percentage, cross tabulation, mean and Analysis of Variance at 0.05 level of significance.rnThe findings of the study were that:rni. 56.5% of the respondents had Type A personality, while 43.5% had type B personality. On the other hand, 40.9% are Aural/Auditory learners, 28.5% are Kinesthetic learners, 26.9% are Read/Write learners and 3.6% are visual learners;rnii. PT A and B students were predominantly Aural/Auditory learners with 42.3% and 39.1% respectively;rniii. Students with PT B had a mean performance of 50.48 which outperformed their Type A counterparts who had 48.96 while on the basis of LS, Read/Write learners outperformed others with a mean performance of 50.93;rniv. PT A students prefers Read/Write and Kinesthetic LS while PT B students prefers Visual, Aural/Auditory and Read/Write learning styles;rnv. there was significant difference in students’ performance on the basis of PT (F= 9.52; df 1, ρ˂ 0.05) and PT B outperformed their Type A counterparts andrnvi. there was significant difference in students’ performance on the basis of school type and private school students outperformed their public school counterparts.rnThe study concluded that teachers’ teaching method must favour all learners regardless of their differences. When teachers’ style is compatible with students’ LS and PT, academic success is recorded. This implies that, some students may be at disadvantage when teachers do not identify their differences in the teaching of Economics. The study recommended that, PT and LS should be part of teachers’ knowledge in teaching and learning of Economics particularly at the secondary school level.

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