Grade 11 Students’ Writing Strategies Use Vis-à-vis Learning Style Preference: Public Secondary Schools in Jimma Town in Focus

Abstract

This study investigated the writing strategies used vis-à-vis learning style preferences of Grade 11 students in
secondary schools found in Jimma Town, Oromia Region, Ethiopia. Quantitative data were collected from 382
students (selected using the lottery method) through writing strategies using an inventory questionnaire and perceptual
learning style preference questionnaire. Mean, aggregated mean, standard deviation, and Pearson correlation
were used to analyze the data. The findings revealed that the studied students mainly used the various
categories of writing strategies moderately. It was also found out that they had more preferences for auditory,
visual, tactile, and kinesthetic learning styles, but they showed negative preference towards individual and group
learning styles. Finally, the study revealed that there was a moderate correlation between writing strategies use
and learning style preferences. Based on the findings of the study, enhanced strategy-based writing instruction
and further research are recommended