Abstract:
Teaching and learning are two casually bound practices in the classroom. Teachers comprehending students' learning process guide them to appreciate their preferences while teaching and learning. It will promote collaborative teaching, productive learning, and learning to become friendly for learners as their learning needs are cared for. While their comprehension will add to the effectiveness of the teaching process, lack of it will also cause unfacilitated teaching as lessons might not be tailored to meet learners’ specific learning needs. The study investigated teachers' views about students’ learning styles in public Senior High Schools in Ghana. The study used the post-positivist paradigm with a cross-sectional survey design using an online questionnaire for data collection. Three public Senior High School teachers in La Nkwantanang Madina and Ga-East Municipalities with a sample of 206 teachers with a minimum of five (5) years of teaching experience were used. The researcher employed multiple sampling technique in selecting the sample in West Africa Senior High School, Presbyterian Boy’s Secondary School, and Dome Kwabenya Community Senior High School. Using means and percentages, the findings revealed that most teachers 89% are aware of students learning styles, 69% first encountered the concept during their study time in school and about 88% of then consider it when planning their lesson using. Kruskal-Willis and Mann Whitney U test also showed that there was no statistically significant difference in teachers’ perceptions of students learning styles based on their gender and the category of school they teach (i.e., A, B and C), with (p=0.0937, p>0.05) and (p=0.533, >0.05) respectively. It was therefore recommended that future studies be conducted to find out how teachers are making good use of their knowledge of the concept in the classroom, more importantly, qualitative research with observation. Additionally, future studies should use different municipalities or even regions with large sample size.
