Authors : Frederick Akosah Sekyere; Ernest Samuel Fervlo; Isabella Agbesi; Frank Aduo; Michael Tabbey-Appiah

Volume/Issue : Volume 11 - 2026, Issue 2 - February

Google Scholar : https://tinyurl.com/2vab86yc

Scribd : https://tinyurl.com/4v8u6na9

DOI : https://doi.org/10.38124/ijisrt/26feb564

Note : A published paper may take 4-5 working days from the publication date to appear in PlumX Metrics, Semantic Scholar, and ResearchGate.

Abstract : This study investigated the key factors shaping senior high school students' choices of learning styles in Ghanaian science education through a mixed-methods design. Drawing on VARK learning styles theory and constructivist principles, it examined how individual preferences, instructional approaches, and contextual elements influence students' science learning tactics. Data were gathered via open-ended questionnaires from 210 purposively sampled students across three Volta Region senior high schools, augmented by semi-structured focus group discussions. Descriptive statistics like frequencies, modes, and percentages showed visual and kinesthetic styles as most common, with students favoring practical activities and video resources. Inquiry-based instruction emerged as the primary driver of strategic learning selections, promoting hands-on involvement and real-world application. External elements, including digital tools and lab access, also played a major role in guiding these preferences. The results underscore the importance of learner-focused, resource-supported, and multi-sensory pedagogies to boost science education in Ghana's secondary schools. These insights carry broad relevance for policy reforms, educator preparation, and curriculum reforms throughout Sub-Saharan Africa, stressing flexible, context-appropriate teaching to advance science proficiency

Keywords : Learning Strategies, Learning Styles, Teaching Methods, Science Education, Ghana.

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