Relationship between Learning Styles and Satisfaction Among Students at Colleges of Education in the Ashanti Region, Ghana

Abstract

The study aimed to find out the relationship between satisfaction and learning styles and satisfaction among students at Colleges of Education in the Ashanti Region, Ghana. Correlational study was adopted for the study. 287 level 200 students at the Colleges of Education in the 2019/2020 academic year were selected as samples. This was done through the sampling technique of purposive, convenient and stratified. Students’ satisfaction was measured by using Scale from National Student Survey (NSS) in UK higher education while their learning style was assessed using Grasha-Riechmann Student Learning Styles Scale. Data collected were analysed using Structural Equation Modelling (SEM). The results obtained from analyzing the research hypothesis showed that positive relationship exists between all the six learning styles developed by Grasha and Riechmann (independent, collaborative, dependent, participant, avoidant, competitive) and students’ satisfaction with the exception of collaborative learning style (β_uns = -0.037; p-value = 0.591 > 0.05). It was found that there was a significant and positive relationship between the learning styles “independent and avoidant” and students’ satisfaction. Insignificant and positive relationship between the learning style “competitive, dependent and participant” and students’ satisfaction was found among students. Insignificantly negative relationship between collaborative learning Style and satisfaction was also realised among students at selected Colleges of Education in Ashanti region of Ghana.