Students’ Personal Characteristics and Differences in Their Learning Style Preferences in Public Colleges of Education in the Central-Western Zone of Ghana

Esia-Donkoh, Kweku

doi:10.20319/pijss.2019.51.592608

Cited by 5 publications

(1 citation statement)

References 18 publications

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“…By knowing the students' learning styles, it is expected that teachers can design learning that refers to optimizing student learning styles. There are three kinds of learning style characteristics, namely visual, auditory, and kinesthetic learning styles (Esia-Donkoh, 2020;Ozdemir et al, 2018). Visual learning style is a learning style in which ideas, concepts, data and other information are packaged in the form of images (Agung Rinaldy Malik et al, 2020;Liberna, 2018).…”

Section: Introductionmentioning

confidence: 99%

Learning Intensity and Visual Learning Style on Learning Outcomes

Muslim

Ekawarna

Ramalia

et al. 2022

JERE

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Learning activities do not have to be done for a long time. Good learning intensity is carried out regularly will make learning activities a habit. The learning process also needs to be supported by a learning style that suits the characteristics of students. This study aimed to analyze the intensity of learning-on-learning outcomes, visual learning styles on learning outcomes, and learning intensity and visual learning styles on learning outcomes. This type of research is quantitative with a descriptive quantitative approach. The sample used was 65 students with purposive sampling. Data collection method using questionnaire and documentation. The instrument used is a questionnaire. Data analysis techniques are qualitative descriptive analysis, quantitative, and inferential statistics. The results showed a significant effect of learning intensity on learning outcomes in macroeconomic theory courses. There is a significant effect of visual learning style on learning outcomes in macroeconomic theory courses. There is a significant influence between visual learning styles on learning outcomes of macroeconomic theory courses. There are significant effects of visual learning style on learning outcomes of macroeconomic theory courses. It is concluded that there is a simultaneous influence between learning intensity and visual learning style on learning outcomes in macroeconomic theory courses.

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Section: Introductionmentioning

confidence: 99%

Learning Intensity and Visual Learning Style on Learning Outcomes

Muslim

Ekawarna

Ramalia

et al. 2022

JERE

View full text Add to dashboard Cite

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Mathematics Teachers’ Conceptions of the Theory of Multiple Intelligences: A Case Study in Ghana

Yakubu,

Nabie,

Luo

2024

EUROPEAN J MATH SCI ED

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Understanding and handling diversity, as well as inclusion, are critical in ensuring effective teaching and learning, especially in the mathematics classroom, where students have varied abilities. Despite the growing research in inclusive education, little is known about how mathematics teachers in the Ghanaian context understand the theory of multiple intelligences (MIs), leaving a gap in how this theory can be applied in the classroom to improve practice and inclusion. In this study, the authors explored Ghanaian mathematics teachers’ conceptions of the theory of MIs using a basic qualitative method design. 12 senior high school mathematics teachers in one municipality of Ghana were engaged through questionnaires and semi-structured interviews, including field notes, to provide information on their conceptions of the theory of MIs. Thematic analysis revealed that mathematics teachers conceived the theory of MIs as a theory of different styles for learning, multiple teaching strategies, and a theory for catering to diverse student needs. The findings highlight the need for professional development and teacher training curriculum development to enhance teachers' understanding of the theory of MIs to improve their practice and handling of inclusiveness and diversity in the classroom.

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Methods that teachers use to teach accounting in large Grade 12 classes in Eswatini

Mtshali,

Mkhize,

Ntombela

2024

SAJE

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In the main, convergent mixed-methods study on which this article reports, we explored Grade 12 accounting teachers’ experiences of teaching in large classrooms in the Manzini region of Eswatini. As part of teachers’ experiences, the methods that the teachers used to teach were also explored. Purposive sampling was used to select 25 accounting teachers from 10 schools (5 schools from rural areas and 5 schools from urban areas) who taught accounting classes with more than 35 Grade 12 learners. The selected teachers completed questionnaires for the quantitative component of the study. Purposive sampling was used to select 10 participants who were interviewed and observed on the basis of meeting the criterion set out above for the qualitative component of the study. The Statistical Package for Social Sciences (SPSS) for quantitative data analysis, and thematic analysis for qualitative data analysis were used. We found that the most dominant methods used by teachers to teach accounting in large Grade 12 classes in Eswatini were group discussions, question and answer, lecturing and demonstration methods. With the study we extended awareness of methods that teachers in emerging economies can use to cope with teaching accounting in large Grade 12 classes, and we propose further approaches to be considered to make teaching this subject in large classes sustainable.

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Students’ Personal Characteristics and Differences in Their Learning Style Preferences in Public Colleges of Education in the Central-Western Zone of Ghana

Cited by 5 publications

References 18 publications

Learning Intensity and Visual Learning Style on Learning Outcomes

Learning Intensity and Visual Learning Style on Learning Outcomes

Mathematics Teachers’ Conceptions of the Theory of Multiple Intelligences: A Case Study in Ghana

Methods that teachers use to teach accounting in large Grade 12 classes in Eswatini

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