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This study explored the instructional media used in the correctional school and during rehabilitation programmes at the Johannesburg Female Correctional Centre and the preferences of offenders. Underpinned by the positivism paradigm, a quantitative approach was followed, and a cross-sectional survey design was used. The enumeration sampling technique was used due to the small size of the population (n = 571). Data were collected from 402 participants who were sentenced offenders, thus yielding a response rate of 70.40%. A Kolb Learning Style Questionnaire was used to collect data. Version 26.0.0 of the Statistical Package for the Social Sciences (SPSS) was used to analyse data. Descriptive and inferential statistics were computed as part of data analysis. The findings of this study revealed that offenders at the Johannesburg Female Correctional Centre rely on teachers and chalkboard as the dominant media for instruction and that these have been used in the educational or schooling environment for many years. The Johannesburg Female Correctional Centre prefers using teacher and chalkboard instructional mediums, possibly to maintain security in the facility. Based on the findings it is recommended that Johannesburg Female Correctional Centre formulates and implements a strategy that seeks to deliberately provide variations of instructional media/mediums to accommodate different learning styles during the school lessons and rehabilitation programmes, as long as these do not affect the security within the facility.

This study investigated the instructional methods used in the correctional school and during rehabilitation programmes at the Johannesburg Female Correctional Centre in Johannesburg, South Africa. It further explored how those instructional methods influence offenders' learning experiences. Anchored in the positivism paradigm, a quantitative approach was followed, and a cross-sectional survey design was used. The enumeration sampling technique was used due to the small size of the population (n = 571). Data were collected from 402 participants who were sentenced offenders, yielding a response rate of 70.40%. A Kolb Learning Style Inventory was used to collect data. Version 26.0.0 of the Statistical Package for the Social Sciences (SPSS) was used to analyze data. Descriptive and inferential statistics were computed as part of data analysis. The results show that during classes and during rehabilitation programmes, classroom discussion was the most common instructional method, and this was found to be appropriate to the participants’ learning experiences. Lecturing was the second most used instructional method for both the Correctional Centre school and the rehabilitation programmes. It was also found to be relevant to the participants’ learning experiences. It is recommended that the Johannesburg Female Correctional Centre formulate and implement a strategy that seeks to deliberately provide variations of instructional methods to accommodate different learning styles if these do not compromise the security within the facility. Teachers/facilitators can use varied techniques to stimulate offenders’ enthusiasm and participation during the sessions. It is further recommended that the Department of Correctional Services should offer professional development opportunities for educators to develop capacity to utilise diverse teaching techniques and create feedback mechanisms to assess instructional effectiveness for offenders. The Department of Correctional Service must further consider developing a framework for monitoring instructional effectiveness or guidelines for integrating new teaching techniques.

This study presents a review of the Quality of Higher Education through the incidence of learning styles. The quality is important l element the private sector, as well as for the public sector since it evaluates services, supply and working conditions, and the relationship with the environment where they carry out their activities. Therefore, higher education organizations cannot be exempt from the importance of quality. However, there are several factors that affect the quality of education, being one of the most important learning styles. Generally, from this background, the main objective of this study to define the role and quality concepts of higher education the analysis of the key aspects of quality assurance and its relationship with student learning styles, by briefly reviewing the literature in this regard that allows for defining this relationship and its importance. The results showed through these studies that there is no single style of learning, and that this must be flexible within the classroom to improve the educational experience of students, but that this cannot lead to the choice of a single style considered as suitable.