Learning styles and teaching styles determine students’ academic performances

<span>Individuals learn in different ways using several learning styles, but lecturers may not always share material and learning experiences that match students’ learning preferences. Mismatches between learning and teaching styles can lead to disappointment with students are taking, and lead to underperformance among them. The aim of this study is to identify the learning styles of the students enrolled in Universiti Malaysia Pahang who were registered in Programming Technique course and to investigate the relationship between students’ learning styles and teachers’ teaching styles. Five lecturers and 251 students were involved in the study as participants and. Data from students were collected using Leonard, Enid’s VAK Learning Style Survey. Meanwhile, the teaching styles of the lecturers were identified using Grasha and Reichmann’s Teaching Style Survey. The findings revealed that majority of the student’s preferred visual learning style. The result also shows that the lecturers’ teaching styles give an impact towards the <br /> students’ academic performance. From this study, we can conclude that teaching styles have significant impacts on students’ learning styles and academic performances.</span>

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INFLUENCE OF LEARNING AND TEACHING STYLE ON STUDENTS' ACADEMIC PERFORMANCE

BULLETIN Series of Pedagogical Sciences ◽

10.51889/2021-2.1728-5496.06 ◽

2021 ◽

Vol 72 (2) ◽

pp. 46-56

Author(s):

T.V. Lantseva ◽

Keyword(s):

Student Achievement ◽

Academic Performance ◽

Learning Styles ◽

Student Teaching ◽

Teaching Style ◽

Teaching Styles ◽

Practical Significance ◽

Learning And Teaching ◽

Significant Difference ◽

New Knowledge

Research Problem. This article examines the practice and shows the theory and outcome of the study of whether there is a significant relationship of students' academic performance depending on their learning and teaching style, whether there is a significant difference in students' grades depending on their teachers' teaching styles, and whether there is a significant difference between students' academic performance. The purpose of the study focuses on gaining new knowledge about the relationship between the learning and teaching style of a university instructor and student's academic performance. The methodology, methods, and techniques of the study. This study used the Grasch-Richman Learning Styles Questionnaire, which includes tools to assess both learning styles and teaching styles. Our study was designed as a survey study (suitable for determining the existing situation without intervention) and used a quantitative research methodology. The study also used a teaching style inventory method. Results. The results of the study showed that student achievement scores did not change significantly based on their teaching styles; a significant difference was found between student achievement and the correspondence between faculty teaching style and student teaching style. Scientific novelty/practical significance. The new knowledge gained allows us to consider the implications of how emerging learning opportunities relate to student preparation in higher education and teacher level support. Conclusions and Recommendations. The results of our study confirm that learning, teaching styles, and student achievement are interrelated, but in examining these three variables, other variables such as the specific difficulties encountered in teaching a particular subject, the age group of students, and the context of the school must also be considered. There is no "bad" style of qualified teaching. It should not, however, interfere with a teacher's professional development. New knowledge about teaching/learning styles can be useful for beginning university teachers as well as for their students.

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Los estilos de enseñanza y la atención a la diversidad de estilos de aprendizaje en posgrado / Teaching Styles and Attention to Diversity of Postgraduate Learning Styles

Revista Internacional de Aprendizaje en la Educación Superior ◽

10.37467/gka-revedusup.v6.1496 ◽

2019 ◽

Vol 6 (1) ◽

pp. 35-42

Author(s):

Violeta Leonor Romero Carrion

Keyword(s):

Learning Styles ◽

Learning Style ◽

Teaching Style ◽

Teaching Styles ◽

Master's Students ◽

Common Features ◽

Teachers And Students ◽

Attention To Diversity ◽

The Relationship

ABSTRACTThe aim was to establish the relationship between teaching styles and the diversity of learning styles; The Teaching Styles questionnaires were applied to teachers and the Honey-Alonso Questionnaire of learning styles to Master's students. We found predominance of functional teaching style and theoretical learning style. There is more synchrony between teachers and students, Open - Active, the pair was formed, with common features, correlation (ρ = 0.73) but if the pair have no common traits (ρ = -0.05). It is advisable for teachers to develop different teaching styles, enabling an inclusive education.RESUMENEl objetivo fue establecer la relación entre los estilos de enseñanza y la diversidad de los estilos de aprendizaje; se aplicaron los cuestionarios de Estilos de Enseñanza a los docentes y el Cuestionario Honey-Alonso de estilos de aprendizaje a los estudiantes de Maestría. Se encontró predominancia del estilo de enseñanza funcional y del estilo de aprendizaje teórico. Existe mayor sintonía, entre los docentes y estudiantes, Abierto – Activo, el par se formó, con rasgos comunes, correlación (ρ= 0,73) pero si el par no tienen rasgos comunes (ρ= -0,05). Es recomendable que los docentes desarrollen estilos de enseñanza diversos, posibilitando una educación inclusiva.

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A Comparison of Learning and Teaching Styles - Self-Perception of IT Students

10.28945/2826 ◽

2004 ◽

Author(s):

Zlatko J Kovacic

Keyword(s):

Learning Styles ◽

Learning Style ◽

Euclidean Distance ◽

Distance Measure ◽

Teaching Styles ◽

Learning Preferences ◽

The Self ◽

Self Perception ◽

Learning And Teaching ◽

Euclidean Distance Measure

This paper presents the results of an empirical study of the learning styles of a group of computing students and the teaching styles of their tutors at The Open Polytechnic of New Zealand. This study of learning styles is based on Kolb’s learning model and the Felder-Soloman learning style instrument. To identify how close students’ learning styles match the teaching styles of their tutors we have used two indicators: the self-perception of the students about the proximity of their learning styles and the teaching styles of their tutors and a Euclidean distance measure between students’ and tutors’ learning preferences. Using survey data and the learning styles instrument results we identify the differences between the learning and teaching styles. Both indicators show consistent and significant differences between the learning and teaching styles, in the way students and their tutors perceive and understand information. Finally we make recommendation to tutors on how to bridge this gap and address the learning styles of their students.

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Compatibility of Students' Learning and Teaching Styles on Their Ratings of College Teaching

Perceptual and Motor Skills ◽

10.2466/pms.1985.61.3f.1215 ◽

1985 ◽

Vol 61 (3_suppl) ◽

pp. 1215-1220 ◽

Cited By ~ 1

Author(s):

Frank E. Pettigrew ◽

Dorothy B. Zakrajsek ◽

Mary A. Bayless ◽

Grace Goc-Karp

Keyword(s):

Learning Styles ◽

Learning Style ◽

Rating Scale ◽

Teaching Style ◽

Teaching Styles ◽

College Teaching ◽

Learning And Teaching ◽

Learning Styles Inventory ◽

Style Preferences ◽

Instructional Styles

Student's ratings of teaching performance were compared for those whose preferences for learning style were strongly matched ( n = 77) and strongly mismatched ( n = 40) with their instructors' preference of teaching style. Canfield's Learning Styles Inventory and Canfield and Canfield's Instructional Styles Inventory measured learning and teaching style preferences. The rating scale was designed from a catalog of items. Analysis of variance indicated no significant differences in instructors' ratings between the two groups.

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Assessing Learning Styles of Students at Zayed University

Learning and Teaching in Higher Education Gulf Perspectives ◽

10.18538/lthe.v6.n2.03 ◽

2009 ◽

Vol 6 (2) ◽

pp. 2-35

Author(s):

Tofi Rahal ◽

David Palfreyman

Keyword(s):

Learning Styles ◽

Learning Style ◽

Teaching Styles ◽

Study Strategies ◽

Learning Preferences ◽

Educational Setting ◽

Learning And Teaching ◽

Left Brain ◽

Teachers And Students ◽

Learning And Study Strategies

Learning styles based education is becoming influential at higher education institutions around the world. Learning styles are characteristics of how students prefer to learn; they draw their origin from both biological and experiential conditions that make each student unique in the way he/she learns. An important first step in improving learning is to identify or assess students’ learning styles, and there are several instruments that can be used for this purpose. This is necessary for teachers and students who wish to improve learning and study strategies. Students who perform poorly in a conventional educational setting may suffer from a mismatch of learning and teaching styles; for example kinesthetic learners may not adapt to learning by listening or by reading. When we teach tactual and/or kinesthetic students by talking, they focus for only a brief amount of time and then wander off into their own thoughts and quickly forget (Burke & Dunn, 2002). We can improve students’ academic performance by providing them with alternative strategies and activities that respond to their learning style needs (Dunn & Dunn, 1993). In spring 2008, the learning styles of over 700 Zayed University students were assessed using the BE (Building Excellence) survey developed by Rundle & Dunn. The data collected is being analyzed with a view to making recommendations for teachers, students and parents to improve students’ learning. This paper represents the first in a series of publications on this subject; it reviews the survey process, and focuses on the nature and learning preferences of ZU students in perceptual elements (e.g. visual, auditory) and cognitive elements (e.g. Analytic-sequential (left-brain) vs. Global-simultaneous (right-brain) preferences).

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MATCH AND MISMATCH BETWEEN LEARNING STYLES OF EFL STUDENTS AND TEACHING STYLES OF EFL TEACHERS

ELP (Journal of English Language Pedagogy) ◽

10.36665/elp.v6i1.358 ◽

2021 ◽

Vol 6 (1) ◽

pp. 45-58

Author(s):

Zahratul Jannah ◽

Veni Roza ◽

Merry Prima Dewi

Keyword(s):

Learning Styles ◽

Learning Style ◽

Teaching Style ◽

Teaching Styles ◽

Learning And Teaching ◽

Quantitative And Qualitative Research ◽

Efl Students ◽

Class Viii ◽

Dependent Learning ◽

Relationship Of

The purposes of this research were to find out what students’ learning styles and teachers’ teaching styles at MTsN 02 Bukittinggi and to find out what are the matches or mismatches between students’ learning styles and teachers’ teaching styles at MTsN 02 Bukittinggi. The design of this research was combining both quantitative and qualitative research. The population of this research was grade VIII at MTsN 02 Bukittinggi. The sample was collected from two classes with a total number of students was 78 students and two different English teachers who taught in both classes. The instrument of this research was questionnaire and interview. The result showed that both classes had the same dominant learning style. In class VIII.6, there were dependent, participant, and collaborative learning styles. Meanwhile, in class VIII.7, the dominant learning styles was collaborative, participant and dependent learning style. While the teachers also had the same dominant teaching styles which were expert, formal authority, and personal model teaching style. Based on the theory of Grasha (2002) about the relationship of learning and teaching style, the researcher found that there was a match between learning styles and teaching styles at MTsN 02 Bukittingg and it was in cluster 2.

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Do Learning & Teaching Styles Affect Students Performance? An Empirical Study

Journal of Business & Economics Research (JBER) ◽

10.19030/jber.v3i9.2806 ◽

2011 ◽

Vol 3 (9) ◽

Author(s):

Felix U. Kamuche

Keyword(s):

Adverse Effects ◽

Empirical Study ◽

Learning Styles ◽

Learning Style ◽

Teaching Style ◽

Teaching Styles ◽

Learning And Teaching ◽

The Subject

The ways in which students normally obtain, retain, and get back information are defined as the students’ learning style. Mismatches often occur between the learning styles of students in a Basic Statistics class and the teaching style of the instructor, with adverse effects on the quality of the students’ learning and on their attitudes toward the class and the subject. The purpose of this study was to determine whether or not congruency of learning and teaching styles improve students’ performance in my Basic Statistics class.

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HUBUNGAN GAYA BELAJAR SISWA TERHADAP ASPEK PENGETAHUAN SISWA PADA MATA PELAJARAN SISTEM KOMPUTER DI SMK IT RAHMATAN KARIMAH BENGKULU TENGAH

Computer and Informatics Education Review ◽

10.33258/cier.1012020.1065.13-20 ◽

2020 ◽

Vol 1 (01) ◽

pp. 13-20

Author(s):

Dian Saputra

Keyword(s):

Learning Styles ◽

Computer System ◽

Learning Style ◽

Descriptive Analysis ◽

Visual Learning ◽

Auditory Learning ◽

Analysis Techniques ◽

Post Test ◽

The Subject ◽

The Relationship

This study aims to find out the relationship between learning style and students’ knowledge aspect on Computer System Subject at SMK IT Rahmatan Karimah of Central Bengkulu, the type of research is quantitative and the subject of research is grade X in SMK IT Rahmatan Karimah of Central Bengkulu. Data collection techniques using observation, Questionnaire and documentation. Data analysis techniques used were Descriptive Analysis, and inferential Statistical Analysis. The results of visual learning style post-test were 11 people with a mean of 76.36, an auditory learning style of 8 people at a mean of 62.14, a kinesthetic learning style of 3 people at a mean of 50.33, apart from that (r x y = 2.35) and the magnitude of r is reflected in the table (r table = 0.4132). Then rxy > r table ie = 2.35> 0.4132. In other words, Ho is rejected and Ha is accepted. It has a significant relationship between the learning styles of students and students’ knowledge aspect on Computer System Subject of grade X TKJ in SMK IT Rahmatan Karimah of Central Bengkulu

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An empirical investigation on learning and teaching lean manufacturing

Education + Training ◽

10.1108/et-11-2018-0232 ◽

2020 ◽

Vol 62 (3) ◽

pp. 339-354

Author(s):

Guilherme Luz Tortorella ◽

Rogério Miorando ◽

Diego Fettermann ◽

Diego Tlapa Mendoza

Keyword(s):

Graduate Students ◽

Learning Styles ◽

Learning Style ◽

Teaching Methods ◽

Lean Manufacturing ◽

Teaching Method ◽

Learning Preferences ◽

Teaching Approaches ◽

Content Type ◽

Learning And Teaching

PurposeThis article identifies the association between two methods for teaching lean manufacturing (LM): problem-based learning (PBL) and classroom lectures, and students' learning styles of a postgraduate course.Design/methodology/approachData were collected from graduate students LM courses that present different teaching approaches. Thus, students' learning preferences were gathered through the application of the Index of Learning Style questionnaire, and their performance assessed after each course.FindingsResults indicate that learning styles are indeed associated with LM teaching approaches, and comprehending interaction effects between learning style dimensions is essential for properly adapting the teaching method. However, these interactions have different extensions.Originality/valueAlthough teaching LM has significantly evolved over the past decades, the single application of traditional teaching methods jeopardizes learning effectiveness of graduate students because of the practical nature of LM. This study provides evidence to better understand the effect of complementary teaching methods and their relationship with students' preferences, empirically examining that there is not one best approach for understanding LM.

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PENGARUH CARA MENGAJAR GURU TERHADAP HASIL PRESTASI SISWA

JENTRE ◽

10.38075/jen.v1i1.4 ◽

2020 ◽

Vol 1 (1) ◽

pp. 19-23

Author(s):

Niar Yuniarti

Keyword(s):

Learning Styles ◽

Teacher Learning ◽

Learning Outcomes ◽

Learning Style ◽

Quantitative Research ◽

Teaching Style ◽

Visual Learning ◽

Secondary Data ◽

Research Subject ◽

Learning Achievement

The research departs from the belief that in addition to the teacher style in teaching the students, the teacher's learning style also affects the learning achievement students have gained. This research uses quantitative research. The research subject is 30 teachers of Madrasa in the Ministry of Religious Affairs who have followed a training. To support the research, questionnaire, interview, and observation were used as primary and secondary data. The results conclude that the teacher's learning style is much more visually compared to other styles of learning, the visual learning style focuses on vision. It shows that teacher learning styles have no correlation with the teacher's teaching style. In verificative analysis also gained the teacher's teaching style is lower to the student's learning outcomes.

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