Entry Characteristics, Learning Styles And Academic Performance Of Higher Education Business Students

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.