Abstract:
The study sought to assess the linkage among entry characteristics, academic
perfonnance and how learning styles moderate such relationships. Using the
quantitative approach, both the descriptive and explanatory study designs were
adopted for the study. The population size for the study is 679 final year
business students drawn from both University of Cape Coast and Wisconsin
University College, from which 382 students were sampled. Data collected for
the study was analysed through multiple least squares approach in Adanco.
Findings from the study divulged that business students in the selected tertiary
institutions in general have a strong affinity to visual leaming styles. The
study also showed that the entry characteristics used to select students into
tertiary institutions and not the learning style adopted by the student contribute
to the overall academic performance of students. In addition, leaming style did
neither strengthen nor reduce the association between entry characteristics and
academic performance of business students. The study recommends that
lecturers should identify the diverse learning styles that students use in their
learning and develop content and pedagogical methods that answer the varied
needs of the students.
