Attached or not attached: Does different learning styles exist among students with or without sense of belonging amidst covid-19?

Year 2021, , 175 - 192, 31.05.2021

Inuusah Mahama , Felix Larbi Asante Jonathan Kwame Mensah Regine Kwaw Mavis Ansu Amponsah Philip Nartey Edward Boahen Opoku

https://doi.org/10.31681/jetol.905277

Abstract

This study was about peer attachment and learning styles being moderated by a sense of belonging among students during the COVID-19 era. Using an analytical cross-sectional survey design, 284 final-year undergraduates were selected through stratified-proportionate and convenient sampling procedures. Data was gathered from the respondents using Learning Preference Scale (Owens & Straton, 1980), Adolescent Friendship Attachment Scale (Wilkinson, 2008) and Psychological Sense of School Membership (Goodenow, 1993). The data was analysed using descriptive (Frequencies and Percentages) and inferential statistics (Multivariate Multiple Regression, Simple Moderation with Hayes Process Macro and Multivariate Analysis of Variance).The study revealed that most students engaged in less peer attachment, felt less sense of belonging while secure attachment predicted the individual learning style of students. Furthermore, secure attachment and anxious attachments predicted the cooperative learning style of students while anxious attachment and avoidant attachment predicted the competitive learning style of students. Further, a sense of belonging moderated not peer attachment and learning styles of students, while no significant differences were found between male and female students in terms of peer attachment, learning styles, and sense of belonging. Therefore, it was recommended that students should practice individual learning styles most often but could collaborate with a few colleagues in some academic situations during this period of COVID-19. This is to help foster closeness and belongingness among the students.

Keywords

Peer Attachment, Learning Styles, Sense of Belonging

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