Approaches to Studying among Students with Disabilities at the University of Education, Winneba, Ghana

Abstract

There is a dearth of empirical studies on the learning approaches of students with disabilities in the University of Education, Winnba. So this paper explored the learning approaches of students with disabilities (i.e. Visually Impaired, Deaf and Hard of Hearing, Physically Disabled) in the University of Education, Winneba (UEW). This quantitative study surveyed 78 participants randomly from a population of 125. The study adopted the Approaches and Study Skills Inventory for Students (ASSIST, 1998) from Fobi (2015). Descriptive statistics using means, standard deviations, percentages, tables, and ANOVA were used to analyze data collected.  These results suggested that the respondents most preferred approach to learning was the strategic approach followed by the deep and surface approaches respectively at the University of Education, Winneba (UEW). The results indicated that there was a significant difference in the strategic approach to learning among the students with disabilities at the p<.05 level for the three cohort of students with disabilities [F (2, 75) = 4.17, p = 0.019]. The study recommended that lecturers at the tertiary level have in mind the preferred learning approach of students with disabilities so that teaching and learning activities can be channeled to meet the needs of their students with disabilities.

Keywords: Learning, learning approaches, disability, Deaf and hard of hearing, Visual Impairment, Physical disability, Tertiary