An Investigation of the Learning styles and Study Habits of Chemistry Undergraduates in Barbados and their Effect as Predictors of Academic Achievement in Chemical Group Theory

Leah D Garner-O’Neale, Shannie Harrison


This study was performed to investigate the learning styles, study habits and academic achievement of Chemistry students enrolled at the University of the West Indies (the UWI), Cave Hill Campus. The questionnaire used to assess these variables consisted of the Paragon Learning Style Inventory which measures the four learning style dimensions extrovert/introvert, sensate/intuitive, feeling/thinking and judging/perceiving along with the Study Habits Inventory which measures the study habits displayed by the students. There were 59 students who participated in the study. The reliability of inventories was determined using the Cronbach coefficient alpha. The data collected was analyzed by the t-test, ANOVA and linear regression at a confidence level of 0.05. It was concluded that among the students the introvert, sensate, thinking and judging learning styles were most prevalent. There was no statistical difference in the study habits of the students based on level or the learning styles based on level, and study habits or academic achievement based on study habits and learning styles. The contribution of the learning styles and study habits as predictors of a chemistry student’s academic achievement in group theory was not significant however, extrovert/introvert learning style dimension is the highest contributor.

DOI: 10.5901/jesr.2013.v3n2p107

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This work is licensed under Creative Commons Attribution 3.0 License.

Journal of Educational and Social Research ISSN 2239-978X(Print) ISSN 2240-0524(Online)

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