Title: Teachers' Attitude Towards The Vakt Learning Style Model For Pupils With Learning Disabilities In Ilorin Metropolis
Authors: Comfort Ebunoluwa ADEWALE-OLATINKAN
Dr. Adedayo ADESOKAN
Esther Oluwatimileyin OGUNFEYITIMI
Abdulazeez Kayode AKOREDE
Volume: 10
Issue: 8
Pages: 104-109
Publication Date: 2026/08/28
Abstract:
Teachers' attitude toward instructional approaches are essential determinants of effective inclusive education for pupils with learning disabilities. The purpose of this study was to investigate teachers' attitude towards the VAKT learning style model for pupils with learning disabilities in public primary schools in Ilorin Metropolis and to determine whether this variable differ based on gender and educational qualification. One research question and two hypotheses guided the study. A descriptive survey research design was adopted. The population comprised 3,822 teachers, from which 325 respondents were selected using a simple random sampling technique from public primary schools in Ilorin Metropolis. The study was anchored on the Dunn and Dunn Learning Style Model (1978) and the Theory of Planned Behaviour (Ajzen, 1991). Quantitative data were collected using a questionnaire titled Questionnaire on Teachers' Awareness of the VAKT Learning Style Model (QTAVAKTLST). The test-retest method yielded a reliability coefficient of 0.70. Mean and standard deviation were used to answer the research question, while the independent samples t-test and one-way analysis of variance (ANOVA) was used to test the hypotheses at the 0.05 level of significance. The findings revealed that teachers' attitude towards the VAKT Learning Style model was positive. There were no significant differences in teachers' attitude based on gender or educational qualification. Specifically, no significant gender differences were found in attitude (t = 0.716, p > 0.05). Similarly, educational qualification did not significantly influence teachers' attitude (F = 1.108). The study concluded that teachers demonstrated a positive attitude towards its use for pupils with learning disabilities. It was recommended that educational policymakers incorporate the VAKT learning style model into teacher education and school curricula and organize regular capacity-building workshops and seminars to sustain teachers' positive attitude towards the VAKT Learning Style Model.