ACHIEVEMENT OF SENIOR SECONDARY SCHOOL STUDENTS IN ECONOMICS IN RELATION TO STYLE OF LEARNING AND THINKING

The success of teaching-learning process depends upon many factors associated with both the teacher and the students. It is a fact that the class-the group of students-to whom the teacher is to teach is heterogeneous. It means the students comprising the class of a teacher come with different learning attributes as the concept of individual differences prevails. To make his teaching a successful one by the mean of achieving the instructional objectives set by him, the teacher needs to meet the individual learning requirement of his students. The teacher is desired to identify the key learning attributes of his class and then plan about his instructional strategy accordingly. It is, no doubt, a complex and tough job on the part of teacher but the effectiveness of his teaching is determined by the extent the students of his class are able to acquire the knowledge imparted by him. One important factor influencing academic achievement of students is students’ style of learning and thinking. Depending upon the domain of the learning experience the styles of learning also vary. Individual prefers that very learning style which suits to the nature of its learning task. The objectives of the  present study were: To study the style of learning and thinking prevalent among senior secondary school students; To study the effect of style of learning and thinking on achievement in Economics of senior secondary school students; To study the difference in style of learning and thinking of male and female senior secondary school students; To study the difference in achievement in Economics of male and female senior secondary school students. The major findings were: Left brain hemisphere preference was found to be more prevalent among senior secondary school students; there was no significant difference in achievement in Economics of senior secondary school students in relation to their style of learning and thinking; there was a difference in preference for style of learning and thinking between male and female senior secondary students. Female senior secondary school students preferred for Left brain hemisphere while male senior secondary school students had preference for Right brain hemisphere; there was no significant difference in achievement in Economics of male and female senior secondary school students.