RUAHA CATHOLIC UNIVERSITY

This article investigated the impact of students’ learning styles on their performance in Chemistry in Iringa Municipal community secondary schools. A mixed method research approach was employed to 141 participants, of whom; there were 15 Chemistry teachers, 6 academic masters/mistresses, and 120 students. Data were gathered through interviews and questionnaires. Content analysis was used to analyse qualitative data, while Pearson Correlation was used to analyse quantitative data. The findings revealed that students frequently used verbal, visual, active, and sensitive learning styles while studying. The identified students’ learning styles allow students to easily absorb content while also acquiring knowledge. The findings also revealed that there is no perfect student learning style because each learning style has its own set of strengths and weaknesses. Chemistry teachers are recommended to use a variety of teaching approaches during the teaching and learning process to ensure that each student acquires the necessary knowledge.

Chemistry Teachers, Community Secondary Schools, Performance, Students’ Learning Styles