An Investigation of Learning Style Preferences on the Students’ Academic Achievements of English

Norma Nawaf Yousef Al-Zayed

doi:10.5539/ijel.v7n5p176

Abstract

This study aims to investigate whether there are any statistically significant correlation between perceptual learning styles and achievement. Raising learners’ awareness regarding their learning styles and preferences, which develops the better understanding of the learning achievement, and help instructors become more conscious of some factors affecting academic achievement. Additionally, the study assists instructors to identify their student’s preferred learning styles that can affect their achievement. Furthermore, no study up to now has been conducted in Jordan which investigates the relationship between the learning styles on the achievement of EFL at the tertiary level. The data was collected through the learning style preferences questionnaire and it was analyzed using statistical techniques, Descriptive statistics showed that: 1). The most preferred learning styles followed the auditory style, group learning style, kinesthetic style and visual style. 2). The finding also revealed that there was no statistically significant correlation between learning style and achievement. Additionally, both showed similar references for kinesthetic and visual styles. Based on these findings, some recommendations have been made.

Highlights

1.1 Statement of the ProblemLearning styles conducted by Jordanian students do not correlate to the foreign language achievement because teachers, parents and administrators fail to consider the different styles when assessing students
The current study addresses the following questions: 1) What are the learning style preferences of English language students studying in Pioneer Educational School?
The findings showed that 34% have the visual preference, 34% have auditory, 23% have kinesthetic and 9% have multi-modal learning preferences

Summary

Introduction

Learning styles conducted by Jordanian students do not correlate to the foreign language achievement because teachers, parents and administrators fail to consider the different styles when assessing students. This leaves the students with one style that they are used to. What worsens the situation is that Jordanian learners are unaware of the idea that there are various learning styles; other learners adhere to while learning a target language. The main purpose of the current study, firstly, was to identify the learning styles of the students and to identify the learning styles preferences of students on academic achievement in English

Objectives

Methods

Results

Conclusion