Promoting Equity in Education: How Teachers in a Public Primary School in the Indian Ocean Island of Seychelles Cater to Students’ Learning Styles

Abstract

Equity in education demands that schools should cater to students’ learning needs, including their learning styles. This research assessed how teachers in a public primary school in Seychelles cater to the learning styles of their students with a focus on how students’ preferred learning modes are identified and categorised, the teaching approaches and methods teachers use to cater to the different learning modes, and the nature of the support teachers receive. Adopting the descriptive, single-case, cross-sectional research design, data were collected from the participants (n=7) through questionnaires and analysis of documents, namely lesson plans and assessment scripts. Approval to collect data from participants was obtained from the relevant education authority in addition to the informed consent of participants and pledging anonymity and confidentiality of data. Collected data from closed-ended items of the questionnaire were analysed with descriptive statistical techniques to produce frequency and percentage for each element of the variables being examined, and results were showcased in tables. Word-based data from open-ended items of the questionnaire and transcripts from analysis of documents were analysed interpretively, and results were presented as written summaries. Rather than using tested instruments to identify and classify students according to learning styles, the teachers relied on traditional strategies whose upshots are often prejudiced. Some of the teachers’ teaching approaches and assessment techniques are incongruent with the student’s learning styles. Albeit the teachers received support from their management and stakeholders, the support did not empower them to adequately cater to the learning needs of their students. A review of existing instructional models and monitoring mechanisms used by the school is recommended so that the management can easily detect areas where teachers need support and offer fitting professional development.