Abstract
Individual differences can be attributed to learning styles across students. It is the goal of this research to determine the students’ preferred learning styles and how well they performed academically. This study is a descriptive-correlation method of research on the learning style and academic performance of teacher education students. The results revealed that: First-year teacher education students have varied learning styles with social learning style as the most dominant. This implies that the first-year teacher education students prefer to learn in groups or with other people; The rating of the first-year teacher education students ranges from 1.6-2.0 which is equivalent to “very good” in the adjectival rating based on the grading system of the university, and The correlation analysis using the Pearson’s Product Moment Correlation of Coefficient result to a p-value which is greater than the level of significance (0.05) for all learning styles which means that there is no correlation between students' chosen learning techniques and their academic success.
Highlights
Learning styles of students has been widely deliberated in both conceptual and research literature
This implies that the first year teacher education students prefer to learn in groups or with other people; The rating of the first year teacher education students ranges from 1.6-2.0 which is equivalent to “very good” in the adjectival rating based on the grading system of the university; and The correlation analysis using the Pearson’s Product Moment Correlation of Coefficient result to a p-value which is greater than the level of significance (0.05) for all learning styles which means that there is no correlation between students' chosen learning techniques and their academic success
The overall result revealed that there is no significant relationship between the preferred learning styles of students and their academic performance; the null hypothesis was accepted
Summary
Learning styles of students has been widely deliberated in both conceptual and research literature. As pointed out by Kolb, (1999), an important area of personal competence for college students in learning style, that is, how individuals approach a thing that is new to him. This may be a means of identifying incoming college students who are at risk for academic difficulty. Oxford, (2001) stated that a learning style often determines the choice of what she referred to as L2 Learning Strategies She cited as an example the case of an analyticstyle students who prefer such strategies categorized as: contrastive analysis, rule learning, dissecting words and phrases. Whereas Felder, (1993) formulated the following learning styles based on the synthesis of other studies: 1) Sensing and intuitive perceptions wherein learners with sensing perception prefer information that comes through their senses while intuitive learners favor information that arises internally through
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