Preferences in teaching styles among Hong Kong and US university students

Abstract

Two hundred and fifty five Hong Kong and 81 US students responded to a range of demographic questions and to the Preferred Thinking Styles in Teaching Inventory. They also rated themselves on three ability scales. Three major findings were: (1) university students’ preferred teaching styles were uncovered by a theory-based inventory; (2) a large degree of similarity was identified in students’ preferred teaching styles; and (3) students’ preferred teaching styles were predictable from their characteristics and their self-rated abilities. Findings have implications for both educational research and educational practice in higher education.