THE ROLE OF VISUAL LEARNING AIDS ACROSS DIVERSE LEARNING STYLES IN HIGH SCHOOL EDUCATION

Authors

  • Lhoussine Qasserras American TESOL Academy of Rabat, Morocco

DOI:

https://doi.org/10.46827/ejals.v7i2.550

Keywords:

Visual Aids, Learning Styles, High Schools, Engagement, Teaching Practices

Abstract

The current research delves into the impact of incorporating visual learning tools into high school programs, specifically examining the differences in outcomes among students who identify as visual, auditory, or kinesthetic learners. Rooted in Mayer's dual coding, cognitive load theory, and Baddeley's working memory model, this study assesses the effectiveness of visual aids in improving learning for various learning styles. Using a qualitative approach, data was gathered from a thorough literature review and multiple academic studies. The results indicate that visual aids enhance engagement, comprehension, and critical thinking in students with different learning styles and support educators in developing inclusive teaching methods. The recommendations include proactive integration of visual displays in teaching practices, administrative support, and policy initiatives to secure funding and set standards, underscoring the importance of visual multimedia in the classroom.

 

Author Biography

  • Lhoussine Qasserras, American TESOL Academy of Rabat, Morocco

    Dr. Lhoussine Qasserras is a seasoned Moroccan educator and TESOL trainer with over 18 years of experience in the field. He holds two advanced master degrees: an MBA from Cardiff Metropolitan University and a M.Ed. from Rabat Mohammed V University. In addition, he earned a PhD in linguistics, specializing in the quality of teacher training. Currently, Dr. Qasserras serves as a senior trainer at the American TESOL Academy of Rabat and a part-time university professor at ESEF, Ibn Tofail University Kenitra. His scholarly contributions include numerous research articles in English language teaching (ELT) and business administration. He has also presented at international ELT conferences across various countries, including Morocco, Spain, Portugal, the UK, Greece, Qatar, Turkey, Romania, France, Tunisia, and Algeria.

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Published

2024-09-09

Issue

Vol. 7 No. 2 (2024)

Section

Articles

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