There is a growing body of literature supporting the importance of recognising
individual learning styles and teaching styles. Using More's model, this study
explored the prevalence of learning style profi'es amongst different racial groups
within multicultural South African classrooms. Seven teachers at two multiracial,
English medium schools completed the More Learning Style Inventory for 38
white learners and 30 black learners with a mean age of 11.4 years. In addition,
each teacher completed the More Teaching Style Inventory. The findings
suggested that learners from different racial groups showed a preference on
certain learning style dimensions. In particular, white and black learners were
found to differ significantly on the Global-Analytic and the Trial & feedback-
Reflective dimensions. Furthermore, an investigation of teaching styles
supported mismatches between teachers’ teaching style and learners’ learning
style, especially where learning style differences emerged. This study highlights
the possible usefulness of learning style research for addressing the challenges
faced by teachers in facilitating racial integration in classrooms.
| Identifer | oai:union.ndltd.org:netd.ac.za/oai:union.ndltd.org:wits/oai:wiredspace.wits.ac.za:10539/14679 |
| Date | 19 May 2014 |
| Creators | Levinrad, Lance |
| Source Sets | South African National ETD Portal |
| Language | English |
| Detected Language | English |
| Type | Thesis |
| Format | application/pdf |
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