Influence of Learning Styles on Utilization of Teaching Resources for Art and Design in Secondary Schools in Bungoma County, Kenya
Khalayi, Isalambo Consolata
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The fact that people learn differently dictates that a variety of resources should be used to reach all learners. This study proposed to establish the influence of learning styles on utilization of teaching resources for Art and Design in Secondary Schools in Bungoma County. Learning styles here refers to individual learners’ learning preferences. The theoretical framework of this study is in line Edgar Dale’s Theory of instruction, summarized in the Cone of Experience. The objectives of the study are (i) To establish the learning styles among the learners of Art and Design. (ii) To establish the resources available for use in teaching Art and Design. (iii) To investigate the extent to which learning styles influence utilization of resources for teaching Art and Design. The independent variables were Teacher characteristics namely attitudes, training, and experience resources; learner characteristics (learning styles) and the available resources. Appropriate selection and use of resources by teachers and in use are the dependent variables. This study adapted a descriptive survey design. The target population under study were form three students in schools that offer Art and Design, Art and Design teachers and principals in those schools and MOEST officials in Bungoma, county. The sample size total of 209 respondents was obtained using purposive and stratified sampling. Data was collected using questionnaires to teachers (TQ) and students (SQ); .interview was conducted on heads of schools and MOEST officials. Quantitative data was coded and analyzed using Statistical Packages for Social Sciences (SPSS) to derive percentages. Qualitative data was analyzed by arranging responses into meaningful categories according to research objectives and questions. Data analysis was done by SPSS to summarize the data in the main items and presented in frequencies through tables and charts. Descriptive statistics was computed for main items and accompanying measures of dispersion of the mean and standard deviation respectively. The data was analyzed using Pearson’s Product Moment Correlation Coefficient. It was noted that from the percentages, there could be learners who cut across all the four learning preferences; furthermore it indicated that there is a variety of T/L resources being utilized. Lastly it was established that : attitude of the teacher, availability of the T/L resources,and T/L environment rather than learning styles influenced the utilization of T/L resources. Taken wholesomely, its concluded that much as learners learn differently it is disparity in availability of T/L resources which influenced utilization of T/L resources rather than students learning styles. This study may help establish whether a teacher needs to assess the learners’ varied learning styles in order to select and use resources that will facilitate an effective T/L process.