Alliance in Teaching-Learning Strategies and Learning Styles

Abstract

Learning is an unremitting process that polishes with our experience. Due to the dynamic nature of every profession, there is a shift of the traditional teacher-centered approach to the newer learner-centered approach. Identifying and using learning styles will automatically become a crucial factor in adopting preferred teaching styles by an educator to advance in the education process. This study aimed to calculate the success of varied teaching modalities which are in developed with a focus on learning styles preferences. A quasi-experimental study involved two colleges with the experimental and comparison group. Research tool in the study was the standardized version of Honey and Mumford learning style questionnaire to find out the best-suited learning style and a structured knowledge questionnaire to evaluate teaching-learning strategies after assessing the preferred learning style. This study highlighted that the students of both groups were having reflector learning style preference. The result further disclosed that posttest scores among students taught according to their preferred learning style in the experimental group were expressively higher than posttest scores among students taught through traditional lecture method in the comparison group. The chi-square valued shows no connotation between posttest knowledge scores of students with personal variables in both the groups. The study concluded that educators must incorporate identification of preferred learning style on the commence of curriculum and should incorporate diverse teaching-learning strategies. Educator at the institutional level must understand the differences among students’ learning styles. As only through translating learning style diversity into appropriate learning environments will help learners to achieve success.