The Difference In The Learning Style Education Essay

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The present study has attempted to find out the compatibility between the teaching style and learning style with reference to hemisphericity. The rationale of taking this study was discussed in Chapter - I. Back drop of the study was discussed in Chapter II The review of literature of the related literature in this field was given in the Chapter - III. The method and procedure adopted for carrying out the study, the details regarding development and validation of tools and collection of data were described in the Chapter - IV. The data analysis and the interpretation of the results were presented in Chapter - V. In the present chapter, the results are discussed in accordance with the hypothesis formulated.

6.2 STATEMENT OF THE PROBLEM

The study is titled as "the compatibility between the teaching style and learning style with reference to hemisphericity. ".

6.3 OBJECTIVES OF THE STUDY

*The primary objective of the study is to explore the compatibility between teaching style and learning style and its influence on academic achievement with regards to hemisphericity.

* The Secondary objectives are the following.

A) To find out the difference in the learning style of the students with respect to demographic variables.

B) To find out the differences in the teaching style of the teacher with regards demographic variables.

C) To find out the relationship between learning style and information processing style if the students.

D) To find out the relationship between the teaching style and brain dominance of the teacher.

E) To find out the relationship between learning style and achievement score of the students.

F) To find out the relationship between learning style and teaching style and achievement score.

.

6.4 SAMPLE OF THE STUDY

The present study is concerned with high school students who were taken to constitute the sample population. The investigator selected randomly Government school, matriculation school and Government Aided school and selected higher achiever and lower achiever from each school.Total samples consist of 918 students with 50 boys and 50 girls .

6.5 TOOLS USED FOR THE STUDY

To verify the hypothesis formulated in the study, the following tools have been used

. 1) Personal Data Sheet developed by the Investigator. (Appendix i)

2) Learning style developed and standardized by the investigator(appendix II)

3) Teaching style developed and standardized by the investigator(appendix III)

4) Informatin processing style questionnaire developed and standardized by Dr. D.venkatraman(for students)

5) Solat Tool developed and standardized by Dr.D venkatraman(for teacher

6.6. VARIABLES OF THE STUDY

"Variables are the conditions or characteristics that the experimenter manipulates, controls or observes" (Best and Kahn,1999)

RESEARCH VARIABLES

a) Independent variables

Teaching style

Learning style

Solat

Information processing style

Dependent variable

Achievement score

b). PERSONAL VARIABLES

Gender

community

Educational Qualification

Parental Occupation

Parental Educational Qualification

Parent income

Age of teacher

Major Subjects

Years of experience

c). INSTITUTION RELATED VARIABLES

Types of the management of collage.

Medium of Instruction

Location of the Colleges

SAMPLE OF THE STUDY

The the data collected from a sample of 975 students and 245 teachers

TOOLS USED IN THE STUDY

Personal Data Sheet developed by the Investigator. (Appendix i)

Learning style developed and standardized by the investigator(appendix II)

3) Teaching style developed and standardized by the investigator(appendix III)

Informatin processing style questionnaire developed and standardized by Dr. D.venkatraman(for students)

Solat Tool developed and standardized by Dr.D venkatraman(for teacher

6. HYPOTHESES

4.03. HYPOTHESES

Descriptive analysis

1) Comparison between the mean scores of dimensions of learning style, teaching style, information processing and SOLAT

2) Comparison between the mean scores sub variables of learning style

3) comparison between the mean scores sub variables of teaching style

Differential analysis

a) there is no significant difference in the mean scores of the dimensions of the total learning style with respect to gender and medium of instruction

b) there is no significant difference in the mean of total learning style with respect to the type of management, fathers education and fathers occupation

c) there is no significant difference in the mean of,

dimensions and total teaching style with respect to gender,medium,qualification

d) there is no significant difference in the mean of total teaching style

with respect to type of management,age,experience,major subject

e) there is no significant difference in the mean of information processing

with respect to gender,medium.

f) there is no significant difference in the mean of dimensions of

information processing with respect to management.

g) there is no significant difference in the mean of solat with respect

to gender.,medium

Association Analysis

:h) There is no significant association between the total learning style and achievement score

Correlational Analysis

i) There is no inter relationship between attitude,climate,technique,behaviour and achievement score

j) There is no relationship between total learning style and information processing and achievement

k) There is no relationship between. the teaching style and solat

l) There is no relationship between. the teaching style, learning style and achievement score

Major findings Differential analysis:

Part I learning style:

Comparison among the dimension of learning style with respect to background variables.

The learning style of boys and girls show significant difference. Which is also inferred that boys have more learning style than girls.

Similar study was done by Malathi.S and Malini.E(2006). Their study shows that there was significant difference in the learning style between boys and girls. Studying was done by Cline (1984); Davis (1985); Cohen (1986) & Diaz (1986). According to them there is significant difference in learning style of boys and girls.

But with in the dimensions of learning style there is no significance difference between boys and girls. Similar studies were done by V.P Verma and Asha Teku (1981) founded that the female students seems to have significantly more inclination towards participant learning style than male students.

The total learning style of English medium and Tamil medium students.

The learning style of the students will differ based on their management where they study. Hence multiple comparisons was made. In multiple comparisons also the learning style differs based on the management.

Based on the fathers education the learning style will differ educated fathers guider their children in learning so their learning style differs. In past loc test the learning style of educated parents children differ from other parents.

Based on father's occupation the learning style of the students differ. Hence multiple comparison was made. In this test also the learning style of the students differs based on father's occupation.

Part II Teaching style:

Comparison among the teaching style with respect to gender, medium qualification. management age experience and, major subjects

The analysis shows that there is no significant difference in teaching style with respect to gender medium & qualification. The result shows that the, there is no significant difference in the teaching style with respect to management and teachers experiences.

The findings revealed that there is significant difference in the teaching style of the teacher with respect to age of the teacher, major subject. The findings of Passi and Sharma (1982) support the the same .They revealed that there was positive significant relationship between the age of teachers teaching at the secondary level and their teaching competency. The result shows that the teaching style differ based on their major subject what they study. The similar findings of Anang ,Arlene,Lanier and perry(1983) showed that there was significant difference in the teaching style for IX class subjects namely maths and social studies.And also Caril and Davis (1970) Tishar (!(71) Santhanam(1972;1972b) Singh(1974) and Ansari and Verma(1975) observed teaching behavior of teacher changes in relation with subject of teaching

This result is entirely different from the findings of Mccollin, Evelyn(2000). They examined the relationship between teachers teaching style and such teachers demographic variables as age,gender years of experience work status ,educational level they conducted research for 84 teachers and 585 students they concluded there is significant relationship between teaching style and demographic variables

Part III Information processing:

Comparison of information processing with respect to gender, medium:

The analysis shows that there is significant difference in the dimension of information processing with respect to gender.

The findings of analysis also show that there is no significant difference integrated brain with respect to gender and medium of instruction.

Comparison of information processing with respect to management:

The result shoes that there is no difference in information processing style of students with respect to management.

Part IV solat:

Comparison of sol at with respect to gender & medium. The analysis shows that there is no significant difference in right and integrated brain of students with respect to gender. But the analyses revealed that there is significant difference in left brain with respect to gender. The result also revealed that there is no significant difference in the dimension of solat with respect to medium.

Section III Associations Analysis:

Association between learning style and achievement:

It is an evident that there is an association with learning style and achievement.

Section IV Correlation analysis:

Relationship with in the dimension of learning style:

There is slight relationship within the dimension of learning style.

Relationship between learning style and information processing and achievement:

There is slight relationship between the learning style, information processing and achievement.

Relationship between the teaching style and solat:

There is slight between teaching style and solat. This result also

similar to Evans. Evans (2004) qualitatively investigated the nature of the

impact a teacher's cognitive style had on his/her teaching style. Evans describedteaching style as analytic or wholistic in the study. An analytic teacher is concerned about assessment, both theirs and their students, and having control over their learning and subject. A wholistic teacher is concerned about student needs, classroom management, and forming relationships; but less organized compared to analytics. The qualitative study concluded 40% of the group claimed to teach in the same way they had been taught themselves. The value of this particular study may be in the teachers gaining awareness of the impact of how they teach affecting students' learning

Relationship between the teaching style with learning style and learning style with achievement score: There is slight relationship between learning style with achievement score and also there is slight relationship between teaching style and leahing styles.Similar conclusion given by Charkins, O'Toole, and Wetzel (1985) Theyconducted research Implications for education as a result of their study are thatstudents' achievement should improve by matching students and instructors who possess similar learning and teaching styles. Because students react variously to different methods of teaching as a result of their varied learning styles, "some students may gain,but others may lose, from using a new teaching method....Researchers may be able to discover which types of students gain (or lose) from different types of teaching method

Recommendations.

Different teaching techniques and methodologies can be adopted to activate and influence the hemispheric functions of the brain.

The teaching technique in the schools can be undertaken in consonance with the student style of learning and thinking to remove unnecessary restrictions in teaching and learning process.

The teaching and learning procedures can be organized in such a way that can activate the hemispheric functions of the student's brain.

Any question of restructuring or revitalizing of educational content or methodology or even educational objectives can be a valid exercise, if it take into account new knowledge and the way in which man interacts with objects, with his fellow men and environment. There is often a wide gap between our understanding of the nature of human behavior on one hand and the utilization of such understanding in the classroom on the other.

Application of neuro-psychology and its principle in education has a profound impact on the learner. Neuropsychological approaches activate hemisphere functioning which can be applied to both special and regular educational programmes for creative thinking and problem solving.

The technique of neurosciences can be providing service to education at all stages throughout life.

5.5 Activation of Hemispheric functions some suggestions.

Different teaching techniques and methodologies can be adopted to activate influence the hemispheric functions of the brain.

The teaching techniques in the schools can be undertaken in consonance with the students' style of learning and thinking. This approach will remove unnecessary restrictions on teaching and learning of the students and facilitates the actualization of the concept "no limits to learning".

This becomes possible by eliminating the barriers to learning by working within the hemispheric preference of the learners as well as providing opportunities for actuating the functioning of non-dominant hemisphere. This might help students to become more integrated learners with better processing skills in both hemispheres. The teaching and learning procedures must be organized in such a way, that they tone up and activate the hemispheric functions of the brain in students

Activation of Right Hemispheric functions.

Films, charts, maps, diagrams, graphs, and cartoons etc., may be used in teaching. Based on the pictures shown students can be asked to construct stories. Incomplete stories can be given to be completed as exercises.

Learning by doing may be encouraged at all levels in schools and colleges. Students may be given opportunity to work on simple projects and be assisted in carrying them out to completion. Use of Metaphors and analogies subjects can be made, and this will enhance analytical thinking.

Role playing should form a technique in the teaching of History, Language and also in Science subjects.

In the class room divergent questions may be asked, so that students can think answer in different ways.

Problems of specific issues can be given to the students and they can be asked to solve the problems in different ways.

Students can be encouraged to record their ideas and write stories, essays, plays, dialogues and stage talk.

Abilities in Sports, Music and Art should be recognized and cultivated in the schools. Children may be encouraged to play with words and interest can be created in preparing models, and construction of buildings using of cubes and blocks.

Training can be given in drawing visual patterns and geometric designs. With the help of pictures, training can be given to the students in identifying the known figures of famous personalities, locations, buildings and streets.

Excursion and field trips can be arranged to encourage pupils' curiosity and sense of observation.

Activation of Left Hemisphere functions.

In the class room new concepts can be introduced. In an analytical manner with verbal emphasis and importance can be given to the expression of the language.

Students may be asked to abstract speeches in the radios, television, public meetings and symposium.

They may be given training in analyzing and identifying different speech sounds and encouraged to give logical reasoning and examples for unknown activities or functions without experimenting in general.

Discussions may be arranged on general problems, world affairs from the reading of daily newspapers and magazines. They can be encouraged in writing non-fiction essays and scientific explanations in plain language.

Games based on verbal materials, numerical, events and names and meditation can be encouraged after class hours.

Resume

The Brain dominance help to identify the students learning style and to develop a learning environment that best suited for optimum learning. School type, Sex, and Hemisphericity dominance influences the students learning strategy.

The study concludes that the students will adopt learning strategy suitable their Hemispherecity preference.

The study further confirms, the students can be trained to adopt suitable of learning and thinking.

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