The associations of learning styles, motivation, and perceived academic achievement among Basketo zone secondary school students in Ethiopia

Abstract This study investigated the associations of learning styles and motivation with the perceived academic achievement of students using a Structural Equation Model (SEM). Student diversity in learning style is a well-recognized phenomenon among researchers in education and shows considerable relationship with the perceived academic achievement. Student motivation, on the other hand is a key factor to associate with perceived academic achievement. The academic achievement of students at secondary schools still remains a significant concern with many students performing poor despite the implementation of various innovative teaching approaches. Student learning styles and academic motivation patterns are among the potential contributing factors independently linked to the perceived academic achievement and student outcomes. Nevertheless, there is limited knowledge on the combined association of these variables with the perceived academic achievement. Thus, this study investigated the structural association of student learning style and motivation with the perceived academic achievement among secondary school students in the Basketo zone administration, Ethiopia. The study used a structural model analysis of the three variables to inform theory and practice of classroom instruction and teacher-student activities with respect to student learning styles, motivation, and perceived academic achievement. The samples (boys = 206 & girls = 176) were selected using a systematic random sampling method. The research instrument used was the VARK learning styles proposed by Fleming. Moreover, a self-reported questionnaire was used to collect data on the perceived academic achievement of students. The study confirmed the hypothesized model informing that learning styles and motivation are crucial student differences to have significant association with students’ perceived academic achievement. The study has implications for educational psychology researchers and school teachers to give emphasis in determining ways to address the learning needs of students in line with their preferred learning styles and motivation patterns.