ATTACHED OR NOT ATTACHED: DIFFERENT LEARNING STYLES EXIST AMONG STUDENTS WITH OR NO SENSE OF BELONGING AMIDST COVID-19

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 convenient sampling procedures. Data gathered from respondents using Learning Preference Scale (Owens & Straton, 1980), Adolescent Friendship Attachment (Wilkinson, 2008) Psychological Sense School Membership (Goodenow, 1993). The data analysed descriptive (Frequencies Percentages) inferential statistics (Multivariate Multiple Regression, Simple Moderation with Hayes Process Macro Multivariate Analysis Variance).The revealed that most engaged in less attachment, felt while secure predicted individual style students. Furthermore, anxious attachments cooperative avoidant competitive Further, not students, no significant differences found between male female terms styles, belonging. Therefore, it recommended should practice often but could collaborate few colleagues some academic situations this period COVID-19. is to help foster closeness belongingness