The Relationship Between Learning Style And Student Achievement In History Subject

Abstract

-This study aims to look at the relationship between learning styles and attitudes and achievements of students in the subjects of history in Pasir Puteh, Kelantan. The study sample consisted of 244 students of a total of 96 male students and 147 female students which involved five schools in Pasir Puteh, Kelantan. This study used a questionnaire survey method. This study uses a model of learning styles introduced by Selmes (1987). Complete data were analyzed using descriptive and inferential statistical methods. Statistical methods that are being used are frequency, percentage, standard deviation and the mean of the distribution profile, learning styles, and student achievement. While statistical inference used was t-test and Pearson correlation. The findings show that learning styles tend to be practiced by the student is learning style persistent efforts, encouragement, and deep. The results of the t-test showed that there was no significant difference between students' learning styles by gender. In addition, the correlation test results also showed that there was no significant relationship between students' learning styles to student achievement. The implications of this study showed that the students should know the types of learning styles as appropriate to themselves to be used while studying. Teachers also need to adopt appropriate teaching style with students' learning styles and know to attract student interest in exploring the subject taught.