Class
Article
College
Emma Eccles Jones College of Education and Human Services
Department
Instructional Technology and Learning Sciences Department
Faculty Mentor
Rebecca Y. Bayeck
Presentation Type
Oral Presentation
Abstract
This study examines the significance of learning styles, specifically the VARK model (Visual, Auditory, Reading/Writing, and Kinesthetic), in influencing instructional practices among high school teachers in Ghana. Grounded in a qualitative, phenomenological case study approach, the research involved interviews with 11 educators from three senior high schools in the Greater Accra region. Findings revealed varied levels of awareness and understanding of learning styles, with some teachers actively incorporating VARK strategies, while others showed a lack of familiarity. Despite this, there was a shared recognition of the value of tailoring instruction to students’ preferred learning modalities to promote inclusivity, engagement, and academic success. Teachers expressed a growing interest in professional development opportunities to deepen their pedagogical knowledge in this area. The study provides the potential for learning-style-informed teaching to enhance classroom practices within an increasingly digitized educational landscape. Implications suggest the need for targeted teacher training and further research on the impact of learning styles on student outcomes in Ghanaian high schools.
Location
Logan, UT
Start Date
4-9-2025 10:30 AM
End Date
4-9-2025 11:20 AM
Included in
The Importance of Learning Styles for High School Ghanian Teachers
Logan, UT
This study examines the significance of learning styles, specifically the VARK model (Visual, Auditory, Reading/Writing, and Kinesthetic), in influencing instructional practices among high school teachers in Ghana. Grounded in a qualitative, phenomenological case study approach, the research involved interviews with 11 educators from three senior high schools in the Greater Accra region. Findings revealed varied levels of awareness and understanding of learning styles, with some teachers actively incorporating VARK strategies, while others showed a lack of familiarity. Despite this, there was a shared recognition of the value of tailoring instruction to students’ preferred learning modalities to promote inclusivity, engagement, and academic success. Teachers expressed a growing interest in professional development opportunities to deepen their pedagogical knowledge in this area. The study provides the potential for learning-style-informed teaching to enhance classroom practices within an increasingly digitized educational landscape. Implications suggest the need for targeted teacher training and further research on the impact of learning styles on student outcomes in Ghanaian high schools.