Teacher Classroom Practice: A Case Study of Teachers’ Awareness of Students’ Learning Styles in Calabar, Cross River State, Nigeria (Published)
Despite on-going global shifts in teaching and learning, driven by technological advancements, Nigerian teachers continue to practice the traditional ‘teach and test at the end of the term’ method This instruction method is used with little consideration for pupils’ learning styles which has been proven to be key to learners’ academic success. This study seeks to investigate some Nigerian teachers’ awareness of their students’ learning styles in the course of instructional delivery. Pre and post observation techniques, semi structured interviews and questionnaires are going to be used to generate data. Data will be coded and analysed to obtain the findings. Thereafter, recommendations will be made based on the result.
Research Learning style preferences and English Language Proficiency of first year Economics students at University of Economics – Technology for Industries, Vietnam (Published)
This research involves investigating the learning style preferences and English language proficiency of Economics students as basis for language learning enhancement program. This has been done by descriptive-correlational research method. 162 students at UNETI, Vietnam selected through the use of stratified random sampling answered the Perceptual Learning Style Preference Questionnaire and a 50-item English proficiency test. Frequency counts and percentages, central tendency, T-test, ANOVA, Pearson correlation were used to analyze the gathered data. Finding revealed that group learning style dominates among the students, followed by other learning styles. In term of English language proficiency, most of the respondents are moderately proficient. There exists a significant relationship between their learning styles and their English language proficiency. On differences in the English language proficiency of the students, significant differences exist in tests. Finally, significant relationship exists between visual, tactile, group, and individual learning styles of the respondents and their English language proficiency.
Learners’ learning style preference is one of the vital issues in the EFL (English as a Foreign Language) arena. Different learners learn English differently. But there must be a close proximity between the teachers’s preferred teaching style and the learners’ preferred learning style. The present study was done on 145 senior cadets of Sylhet Cadet College. The situation of English in cadets is no doubt good. But there are still some teaching systems that must be reconsidered and therefore renovated teaching styles based on cadets’ style preference should be introduced. To conduct the survey a questionnaire was followed. The findings show that various cadets belong to various categories of learning style. A brief analysis of the findings is presented. Besides, this paper offers some suggestions for the teachers based on the findings of the survey.
Indices of Discrepancy between Students’ Learning Styles and Their Grade Achievement at Masters’ Level (Published)
The present study aimed at finding out indices of discrepancy between students’ learning styles and their grade achievement at Masters’ level. Sample consisted of eight hundred and twenty students studying in third and fourth semester of Masters level in public sector universities (Pakistan). Sample was drawn from Education, Psychology, Mass Communication, Economics, Statistics, History, Defence and Strategic Studies, Sociology, Pakistan Studies, Anthropology, and Management Sciences. Kolb’s Learning Style Inventory was used for assessing learning styles of students. The students’ first two semesters’ results were used in order to find out their grade achievement. Data were analyzed by using, frequencies/percentages, and one way ANOVA. Divergent learning style was found to be learning style of majority of student irrespective of the difference of departments or disciplines of study. It was concluded that learning styles had a significant effect on grade achievement at Masters’ level. The divergent, assimilative, accommodative, and convergent learners acquired higher grades respectively.
The Effect of Holistic and Discrete Tasks on English Writing Performance of Students with Different Learning Styles (Published)
This factorial experimental study investigated the effect of tasks (holistic dan discret) and learning styles (visual, auditory, dan kinaesthetic) on students’ English Writing Performance (EWP). The experiment applied factorial design 2×3 with amount of sample 150 students taken randomly stratified from three junior high schools at Buton Regency, Indonesian during school-year 2014/2015. The research hypotheses were tested using two ways of analysis of variance and continued with Tuckey test. The results of the research revealed that: (1) EWP of students given holistic tasks was higher than EWP of students given discrete tasks; (2) statistically, there was no significant difference on EWP of visual students, auditory students, and kinaesthetic students; (3) there was any interaction effect on giving tasks and learning styles on students’ EWP; (4) visual students given holistic tasks reached higher EWP than those given discrete tasks; (5) auditory students given discrete tasks attained higher EWP than those given holistic tasks; and (6) kinaesthetic students given holistic tasks achieved higher EWP than those given discrete tasks.
STATISTICAL ANALYSIS OF THE LEARNING STYLES OF ACCOUNTING, STATISTICS AND ENGINEERING STUDENTS AND ITS IMPLICATION TO TEACHING IN THE HIGHER INSTITUTION (Published)
Tertiary Students’ studying statistics usually process statistical information in different ways depending on their programme of study. Teaching methodologies for transmitting statistical information to students also vary considerably depending on the type of programme being taught, a trade-off between the two must be sought for, it is therefore necessary to determine what is most likely to trigger each student’s concentration, and how to maintain it. The study examined the distribution of learning styles of accounting, statistics and engineering students among the four learning styles and its implication to teaching in higher institutions. Data for the study was collected using Solomon and Felder’s ILS questionnaire. Purposive sampling technique was used to select the respondents; the responses from each person’s questionnaire were entered into Felder’s self-scoring web based instrument. The output was further analyzed via SPSS version 17. The results showed that there were remarkable differences in the distribution of the programme of study to the learning styles. Majority of the students belonged to the active, visual, sensing and sequential learners. There was sufficient evidence to believe that differences existed among the active-reflective learners and program of study. The multiple comparisons method gave pair-wise significance among the active-reflective group of learners. The pair business and statistics was pair-wise significant (P = 0.016 < 0.05), the pair Business and Engineering learners was not significant (p = 0.197 > 0.05) finally, the pair Engineering-Statistics Learners was highly significant (p = 0.004< 0.05). For statistics to have practical relevance and provide the various categories of students with the opportunity to understand how the concepts can be applied in the world of work. It is highly recommended to lecturers to conduct need assessments to find the learning styles of their students and structure their teaching methods to satisfy the needs of the students.
THE RELATIONSHIP BETWEEN UNIVERSITY STUDENTS’ LEARNING STYLES AND THEIR TEACHERS’ PREFERRED GRAMMAR TEACHING TECHNIQUES (Published)
The aim of this study was to examine the relationship between university students’ preferred learning styles and their teachers’ preferred grammar teaching techniques. The research paradigm was that of interpretivism and the particular research method adopted was the descriptive research method .The tool used for data collection was a pair of questionnaires : one for teachers and the other for students. The sample consisted of 50 teachers and 100 students. Both samples were selected randomly ( simple random sampling ) from the overall population of English language teachers ( 116 ), and that of English language students ( 584 ) in an Arabic – medium Middle eastern university. For data analysis frequency distribution tables and percentages were used. The findings indicate that those teachers use a variety of techniques to teach grammar. Most of these techniques suit the students’ learning styles.