Levels of Induction and Deduction among Pre-Service Classroom Teachers and its Relation to their Learning Styles

Abstract

This work can be considered as a descriptive study to determine the level of pre-service classroom teachers’ ability to describe inference (induction and deduction) in Mathematics and Science subjects in the educational department. It also aims to define their learning styles to find the relationship between their inference abilities and learning styles. A sample of 144 pre-service classroom teachers was selected for this study. Data were collected using the Kolb ‘s learning style inventory to determine the teachers’ learning styles. A second test, which includes 25 items, was used to measure induction and deduction abilities in Mathematics and Science. The study demonstrated a low inference ability in both Mathematics and Science. A lower score was achieved in Mathematics. The prevalent learning style was accommodator. There was no relation between inference abilities among pre-service teachers and their learning styles. These results will help curriculum designers to prepare classroom training programs and design materials in Mathematics and Science that are suitable for teaching and learning. https://doi.org/10.26803/ijlter.18.12.22