A teaching and learning programme to address learning style diversity in the natural sciences at secondary school level

Abstract

This study focuses on improving the teaching of the Natural Sciences at the Secondary school level by suggesting that teachers should take cognizance of learners' diverse learning styles when planning for instruction. Chapter one focuses on expounding upon the problems that are seen as predominant factors in ineffective teaching and learning of the Natural Sciences. Chapter two elucidates the theoretical framework of the study. Some of the important theories underlying teacl-ling and learning, teaching styles, teaching methods, learning styles and assessment strategies are explored. Chapter three aims at linking the theoretical framework to teaching in the Natural Sciences. The choice of teaching styles, teaching methods and assessment strategies, particularly in the teaching of the Natural Sciences at secondary school level (Grade nine), are linked with diverse learning styles. Chapter four outlines the quantitative research design the study adopted. Questionnaires were utilized to determine the perceptions of teachers and learners regarding the extent to which teaching and learning in the Natural Sciences accommodate diverse learning styles. Chapter five concentrates on analyzing and interpreting the collected data. The data revealed that teachers are finding it problematic, due to a lack of knowledge, skills and support, to plan their teaching so that diverse learning styles are accommodated. Chapter six focuses on the designed progran-lme in the form of guidelines to assist teachers to address diverse learning styles in the teaching of the Natural Sciences at secondary school level (Grade nine). Chapter seven concludes the study with a summary as well as recommendations.