Do learning styles matter in teaching: Examining Ghanaian Teachers' Knowledge about VARK Learning styles

• In Event: Poster Session 6
  In Poster Session: Do learning styles matter in teaching: Examining Ghanaian Teachers' Knowledge about VARK Learning styles

Proposal

Introduction:
Learning style refers to how an individual prefers to learn and process information (Pashler et al., 2008). The belief that individuals have different ways of learning and processing information (Willingham et al., 2015) has led to the development of various models, such as VARK model (Visual, Auditory, Reading/Writing, or Kinesthetic). Research shown that understanding students' learning styles is essential for teachers to adapt their teaching methods and create effective learning environments that cater to the diverse needs of their students (Morrison, 2019; Siew et al., 2020). For example, students who are visual learners may benefit from visual aids, such as diagrams or videos (Fleming & Mills, 2022), while auditory learners may benefit from lectures or discussions (Conti, 2022).
While research has found benefits to aligning teaching with students' reported learning styles, there are also criticisms of learning style models (Pashler et al., 2008; Brown, 2015; Coffield et al., 2004). Critics argue that models oversimplify the complexity of learning, as individuals may have multiple styles or learn differently in various contexts (Coffield et al., 2004; Brown, 2015). Nonetheless, teachers value styles for informing instructional diversity beyond rigid classifications (Pashler et al., 2008). Turkish researchers found that Turkish teachers had a limited understanding of learning styles' applicability (Gülbahar & Alper, 2009). While, Australian teachers viewed learning styles as an approach to inclusive teaching practices (Chislett & Chapman, 2005). However, limited studies examined perspectives in relation to teaching contexts in Africa. This study addressed this gap by investigating Ghanaian teachers' knowledge and views of VARK learning styles within their classrooms in a digital society.
Methods:
This phenomenological single-case study explored the level of knowledge of VARK learning styles among a cross-section of Ghanaian teachers and their views on the role of students' learning styles in their teaching practices. The study involved 11 participants, comprising 10 teachers and one headmaster, from three selected senior high schools in the Greater Accra region. Purposive sampling was employed, targeting teachers with at least 3 years of teaching experience. One-on-one interviews were conducted, recorded, and transcribed, followed by thematic data analysis.
Findings:
The findings revealed a mixed level of knowledge among Ghanaian teachers regarding VARK learning styles. While some teachers demonstrated proficiency and actively incorporated VARK strategies into their teaching, others needed more awareness or understanding of the concept. However, a growing interest in VARK learning styles was evident, with some teachers expressing eagerness to explore resources and attend training sessions to enhance their pedagogical practices. Teachers emphasized the importance of understanding students' learning styles to create more engaging and inclusive learning environments. They also acknowledged the value of designing activities and assessments that cater to students' strengths, empowering them to showcase their understanding and build confidence.

Conclusion:
While understanding varied, most teachers recognized the importance of utilizing learning styles to inform more inclusive and engaging instruction that caters to students' diverse strengths. Further studies could explore the impact of styles-based pedagogies within Ghanaian classrooms and student outcomes in the digital world and increasingly digitized learning environments.

Authors

• Stephen Kwame Ameko, Utah State University

• Rebecca Y Bayeck, Utah State University