A Contribution to Discussions Regarding Learning Style: The Changes Occurring within Three Weeks of Time (original) (raw)
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The effect of learning styles on education and the teaching process
Journal of Social Sciences, 2009
Problem statement: It is of great importance that individuals actively participate in the learning process; that, starting from the early ages, their awareness be raised about the efficiency of the learning styles in developing their academic success and self-confidence; and that the learning styles they have be determined. For this reason, this study aimed to reveal the learning styles having great importance for succeeding in the learning process and to determine the efficiency of these styles in learning process. Approach: The purpose of this study was to determine the effect of learning styles on education and the teaching processes. This empirical research served two key purposes: First purpose was to detect the impacts of the learning styles on teaching and learning methods and second purpose was to evaluate the key models in a variety of learning environments to better understand their merits and deficiencies. In this regard, after emphasizing "learning style" concept, this study examined the conceptual and applied researches that can explain the effects of learning styles on teaching and learning processes. Results: Education should help raising individuals who are able to look at the world from various perspectives. Individual differences should be taken into consideration in achieving these objectives. Education should be given by taking these differences into consideration in the educational and instructional processes. Individual brings some latent potencies produced by the genetic heritage; these latent potencies may be modified or develop by social acculturation in time. Conclusion: To provide the best way of learning to the individuals, learning style should be determined beforehand by considering the differences such as personality, perception, ability and intelligence.
Learning Styles and the Related Variables: A Study of Pre-service Teachers
Asia Pacific Journal of Multidisciplinary Research, 2014
Learning style means to the capability of learners to identify and process information in learning situations. The knowledge of learning styles helps to the teacher to make their lessons or teaching pattern according to learning style of an individual.. There are various types of learning styles. This study was carried out to find the learning styles of pre-service teachers in terms of gender, academic discipline, and their habitat. Kolb's Inventory of Learning Styles was used. The study found that learning style of pre-service teachers was statistically significantly different in respect of their gender, academic discipline and habitat. It was also establish that the majority of pre-service teachers preferred divergent learning style (42.2%) followed by the assimilator learning style (30.5%) and that they least preferred the accommodative (12.6%) and convergent (14.7%) learning styles.
A STUDY OF LEARNING STYLES OF TEACHERS
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It seems reasonable to assume that teachers are those who are skilful in developing understanding of the world in which man lives, insightful with respect to the ways & means of stimulating intellectual appetites, and capable of patience, understanding and sincere feelings for othersmay pave the way for an enlightened and productive society. Learning styles are not fixed personality traits, it shifts the emphasis towards encouraging a balanced approach to
Assessing learning styles of student teachers at federal college of education
Procedia - Social and Behavioral Sciences, 2011
The purpose of this study was to determine learning styles of student teachers at Federal College of Education in order to develop teaching strategies in them. Another purpose of this study was to find out if there is a significant difference on learning preferences among student teachers class wise and gender wise. Grasha-Riechmann learning style survey (LSS) was used to assess the learning styles preferences of student teachers this (LSS) was divided into six learning styles (independent, avoidant, collaborative, dependent, competitive, and participant. Population of this study was students at Federal College of Education. Sample of this study was randomly selected 230 student teachers. Data were collected from the student teachers by means of (LSS).Data was analyzed by using (SPSS) in terms of mean, independent sample t-test and ANOVA, the reliability of the inventory was 0.85 (Cronbach's Alpha). Results suggested that student teachers at Federal College of Education are low on independent, dependent participant learning styles, high on avoidant, collaborative and competitive learning style. Gender wise female student teachers are significantly better on all dimensions of (LSS) except avoidant and on class wise comparison there is a significant difference on all the dimensions of (LSS) among the classes.
Kaplag, 2012
Driven by the desire to heed the most common complaints of teachers about the apathy of their students towards learning the subject or the students towards the incompetence of some teachers in imparting the lesson, this study surveyed 17 faculty members and 67 senior students under the College of Teacher Education on March-July 2012.The hypothesis was tested correlating the relationship between the faculty teaching styles and students' learning styles. The study made use of a descriptive survey method with questionnaire adapted from Grasha-Riechmann (1996) and Harvey F. Silver, et al. (2000) coupled with informal interviews to students and teachers. The contingency test result was highly significant; hence, the statement of null hypothesis is rejected which means that the teaching styles matched with the learning styles. In other words, if a student prefers such teaching style, the other students do the same. This further implies that the faculty members are able to get the learning needs of their students since the survey revealed that most students were sensing-thinking learners, while teachers were mostly expert teachers. This supports theories on the necessity of matching the teaching styles and learning styles to effect learning in the classroom as the ultimate goal in effective teaching.
Learning Styles and Their Relation to Teaching Styles
International Journal of Language and Linguistics, 2014
It is widely believed that understanding students' learning style and preferences can benefit both students and teachers. As students learn in various ways, it appears impossible to change the learning style of each student in the classroom. Instead, teachers might modify their teaching style so as to be more consistent with their students learning style. The purpose of this paper is threefold .: first, to define and classify the concept of learning styles; second, to give an account of the significance of identifying and understanding learners' learning styles; third, to argue that students will have better achievements, if their teachers' styles or the way they receive instruction matches their learning style. Moreover, it is suggested that teachers should take a balanced approach to teaching styles so that they can cope with various learning styles. The study takes a theoretical approach to review relevant literature on the topic and present various view points on matching and/or mismatching leaning styles with teaching styles.
Teaching styles of the teachers and learning styles of the students
Journal of Physics: Conference Series
Each teacher has specific teaching styles and varied students’ learning styles that may influence students’ academic performance. The purpose of this study is to identify the teaching styles of the teachers and learning styles of the students. In this descriptive correlational research study, it included the entire 15 teachers and 188 students used simple random sampling. The SAILS and VARK questionnaires were used to determine the teaching and learning style respectively through online. A frequency, percentage, chi-square and Mann-Whitney analysis with SPSS version 20 was utilized in this study. Most of the teachers preferred the Single-Modal teaching style with Kinesthetic (K) preference, while the students preferred All-Modal (VARK) style. There is significant difference between teachers’ teaching styles and learning styles of the students. The researcher concluded that because of the mismatched/not aligned of the teaching styles to the learning styles, the teachers must prepare ...
Teachers’ Perception on Students’ Learning Style and Their Teaching
Indonesian Journal of Curriculum and Educational Technology Studies
Lack of teachers’ understanding in students’ learning styles and their teaching could cause unfacilitated teaching methods for example through the use of traditional lecturing methods. This issue brings the importance of this research objective to investigate teachers’ perceptions about learning style, their teaching, and the applied methods in the classroom. This study uses a quantitative research approach that is the analysis of learning style types for different students at different grade levels. To find out the perceptions of English teachers in this study, information was collected through 20 closed questions with data analysis to find out how the learning style influenced the teaching learning process of 28 English teachers. The findings of this study suggest that teachers’ understand about students’ different learning styles, so they adopt their students’ learning styles to their teaching. The last, teachers agree to use group discussion rather than lecturing methods by inte...
Understanding the Learning Styles and its Influence on Teaching/Learning Process
The success of any educational system depends upon the quality of teachers. Teacher education is an internal component of educational system. It produces the competent and professional trained teachers with a view to perform their roles effectively with respect to the educational and social needs. The professional training leads to the trainees to develop among them the sense of commitment and credibility. In the present world it is acknowledged that training is necessary for becoming a good teacher. It sharpens their communication skills and develops in them a commitment to the code of conduct. A glaring weakness of existing teacher education practices in Jammu and Kashmir is the restricted scope of evaluation of pre-service teacher training programmes and it's excessively quantitative in nature. It is confined to measurement of mainly cognitive learning through annual/terminal tests; skill measurement is limited to a specified number of lessons. In this paper an attempt is made to evaluate the preservice teacher training programmes with respect to their qualitative dimensions of teacher education, other proficient capacities, attitudes and values remain outside the purview of evaluation.
An Examination Of Kolb's Learning Style Inventory
American Journal of Business Education (AJBE), 2011
As educators our primary focus is that of ensuring that students experience positive learning outcomes. Research, however, has shown that there are differences in students learning styles and that these differences will impact on the overall learning process. One way of ensuring that these positive outcomes are achieved is by identifying the different learning styles of students and modifying our teaching methodology to meeting those needs. This paper examines Kolbs (1984) Learning Style Inventory and provides suggestions on how to address the different students learning styles in order to enhance the learning process.