Teachers’ Understanding of Learning Styles: Perspectives on Curriculum Adaptation in Secondary Schools of Mareko Special Woreda, Central Ethiopia Regional State

Abstract

This study examines teachers’ understanding of learning styles and their impact on curriculum adaptation and student engagement in secondary schools of Mareko Special Woreda, Central Ethiopia Regional State. The primary purpose is to assess how teachers perceive and identify diverse learning styles, the strategies they employ to adapt curricula accordingly, and the perceived effects of these adaptations on student participation and motivation. Employing a convergent mixed methods design, data were collected through questionnaires and semi-structured interviews. The study targeted all Mathematics and Natural Sciences teachers (a total of 52) across three secondary schools, using census sampling. Purposive sampling was employed to select six teachers for in-depth interviews. Quantitative data were analyzed using descriptive statistics, including frequency and percentage whereas qualitative data were analysed using thematic analysis. Major findings reveal that although teachers possess a moderate to high familiarity with learning styles, their understanding often lacks depth, relying mainly on observational methods rather than systematic assessment. Group work and multimedia resources are the most common curriculum adaptation strategies, but resource limitations and insufficient training hinder broader implementation. Teachers generally perceive curriculum adaptation as significantly enhancing student engagement; however, their capacity to fully realize these benefits is constrained by limited professional development and resource shortages. The study underscores the need for targeted professional training and resource provision to improve teachers’ ability for effective curriculum adaptation aligned with diverse learning styles. The study recommends workshops, resource allocation, and the establishment of peer support systems to foster the accommodation of students with diverse learning styles.