Receptive Learning Styles of Introverts, Ambiverts and Extroverts in Senior High Schools in Sekondi-Takoradi Metropolis

Abstract

Learning to relate with people in their own style is important in helping to understand why they react the way they do. The purpose of this study was to determine the differences in the receptive learning styles of introverts, ambiverts and extroverts in Senior High Schools (SHS) in the Sekondi-Takoradi Metropolis. The study also sought to find out the influence of gender on the receptive learning styles of introverts, ambiverts and extroverts. Three hundred respondents were sampled for the study using stratified and simple random sampling methods. The research instrument used was a questionnaire designed by the researchers with a overall reliability analysis of 0.79 using the Cronbach’s alpha reliability coefficient. The study revealed that there were no significant differences in the visual/verbal, visual/non-verbal and tactile/kinesthetic learning styles of introverts, ambiverts and extroverts. However, there were significant differences between males and females in the auditory/verbal learning style with females showing more usage of the learning style. Based on the findings, it was recommended that teachers should employ a variety of teaching methods to help students with various learning styles to achieve better in the classroom. It was also recommended that school counsellors and teachers offer effective guidance in the schools on how to match temperament to the appropriate academic behaviours so as to enhance students’ performance. Again, curriculum planners and educators should take note that many learners in the senior high schools are visual/verbal and visual/non-verbal learners as such they should consider drawing more programmes that allow students to study alone, use pictures and diagrams to understand complex ideas, watch and listen to programmes on a computer or television and to learn new information by reading about it in a text book.