Teachers' Awareness About Learning Styles And Its Impact On Students Engagement Of Undergraduate Students

Abstract

This study looks at undergraduate students' cognitive, behavioral, and emotional engagement in connection to teachers' awareness of learning styles, influenced by three research objectives, looks into the knowledge of teachers about different learning preferences, impacts the participation of learners, and what obstacles teachers encounter when trying to modify their teaching methods. Nine teachers and fifteen undergraduate students participated in semi-structured interviews used qualitative approach. Inductive content analysis was used to evaluate the data, enabling themes and categories to arise immediately from participant responses.

The results showed that teachers have differing degrees of awareness of the approaches to learning of their students, most frequently recognizing kinesthetic, visual, auditory, and reading-writing preferences. Instruction that is in line with these preferences improves students' motivation, engagement retention, and confidence, according to both teachers and students. However, the study also discovered that teachers face substantial obstacles when putting learning-style-based modifications into practice, such as big class numbers, scarce resources, demanding curricula, and inadequate professional development. Despite teachers' awareness of the variety of student educational needs, these obstacles frequently result in being dependent on lecture-driven approaches.

According to the study's findings, raising instructors' understanding of learning styles through professional development and institutional resources may enhance student participation and educational results. By emphasizing the significance of adaptable, multimodal teaching approaches in higher education settings, the findings support curriculum creation, training programs for teachers, and policymakers.