ABSTRACT
This study investigated the effects of visual, audio and kinesthetic learning styles on emotional intelligence, scientific attitude and performance in ecology among colleges of education students, North-West, Nigeria. From the population of 2,641 a sample of one hundred and fifty five (155) NCE II Biology students were selected for the study. Study subjects were selected using Visual, Audio and Kinesthetic (VAK) Learning Style Indicators, and simple balloting sampling method was used to assign schools into 3 experimental (N=117) and 1 control (N=38) groups. Quasi experimental pre-test post-test control group design was adopted for the study. Experimental groups were taught according to their learning style while the control group was exposed to lecture method for six weeks. The reliability of ECPT, TFSA and EII, was obtained at 0.70, 0.75 and 0.85 respectively. Three research questions were stated for example; what are the effects of visual, audio and kinesthetic learning on ecology concept at NCE level? These were analysed using mean scores and Standard Deviation. Similarly, three null hypotheses were stated, for example; there is no significant difference between mean scores of NCE students? Academic Performance in ecology taught using visual, audio and kinesthetic learning style and those taught with lecture method. One way ANOVA and Scheffe?s test statistic were employed at p ≤ 0.05. For scientific attitude and emotional intelligence, Kruskal-Wallis and L.S.D statistical test were used at α = 0.05 respectively. Major findings of the study show that visual, audio and kinesthetic learning style enhances performance in ecology and improves scientific attitude and emotional intelligence. Based on this, it was concluded that NCE Biology students learn ecology concepts better, and have improved scientific attitude and emotional intelligence when instruction method matches students? learning styles. It is therefore recommended that students? learning styles should be considered when teaching ecology concepts and teachers should be trained and re-trained on the use of visual, audio and kinesthetic learning styles in teaching ecology concepts