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Arora, Anshu Saxena, Reginald Leseane e Mahesh S. Raisinghani. "Learning and Teaching Styles for Teaching Effectiveness". International Journal of Web-Based Learning and Teaching Technologies 6, n. 1 (gennaio 2011): 1–13. http://dx.doi.org/10.4018/jwltt.2011010101.
Testo completoAbstract (sommario):
Students do not have homogeneous learning patterns, their learning styles and preferences vary, their cognitive abilities vary; similarly instructors employ different teaching methods. This research explores the linkages between learning and teaching styles by using the Felder-Solomon Index of Learning Styles and CORD’s teaching style inventories to match and expand the learning and teaching styles interpretation from the learners’ perspective. This research provides practical implications for educators to think about how their students learn and what would be the best instructional methods for their learners.
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Chen, Guo-Hai, e David Watkins. "Can Student Ratings of Teaching be Predicted by Teaching Styles?" Psychological Reports 106, n. 2 (aprile 2010): 501–12. http://dx.doi.org/10.2466/pr0.106.2.501-512.
Testo completoAbstract (sommario):
The relationship between teaching styles and student ratings of teaching was examined at a Chinese university. 388 teachers (170 men, 218 women) were invited to fill out the 49-item Teaching Styles Inventory (Grigorenko & Sternberg, 1993). The inventory measures seven teaching styles: legislative, judicial, liberal, global, executive, conservative, and local. Scores from students' evaluations of teaching of courses for one semester were collected. Students' evaluation scores were significantly and negatively related to executive and conservative teaching styles of their teachers, while no significant correlation was found between student ratings and any of the other five teaching styles. Only conservative teaching style contributed significantly to the prediction of student ratings. Sex and age were found to have moderating effects on the relationship between teaching style and student ratings. The role of teaching styles in student ratings was discussed.
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Dunn, Kenneth John, e Edmund R. Frazier. "TEACHING STYLES". Journal of Reading, Writing, and Learning Disabilities International 6, n. 3 (gennaio 1990): 347–67. http://dx.doi.org/10.1080/0748763900060313.
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Hasri, Kharis Sulaiman. "Analisis Gaya Mengajar Guru Dalam Proses Pembelajaran Al-Qur’an Hadis Di MAN 1 Kendari". Al-Riwayah : Jurnal Kependidikan 1, n. 1 (15 aprile 2021): 1–18. http://dx.doi.org/10.47945/al-riwayah.v1i1.330.
Testo completoAbstract (sommario):
The monotonous teaching style and cooking have made students ineligible for learning. While choosing the right teaching style is the key to an effective learning process. The purpose of this study was to examine the teaching style of teachers in learning the Qur'an Hadith in MAN 1 Kendari. The method used is a qualitative method. The results of this study indicate that the dominant teaching style used by teachers of the Qur'an in MAN 1 Kendari is that all the teachers of al-Al-Hadis use the classical teaching style. However, all teachers issue or integrate classical teaching styles with other teaching styles. Namely using a classical teaching style that is combined with interactional teaching styles and technological teaching styles that are combined with interactional teaching styles
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METE, Hasan, e Selda BAKIR. "Teaching Styles of Science Teachers". Journal of Educational Sciences Research 6, n. 2 (30 ottobre 2016): 95–111. http://dx.doi.org/10.12973/jesr.2016.62.6.
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Chetty, Nithya Dewi Subramaniam, Lina Handayani, Noor Azida Binti Sahabudin, Zuraina Ali, Norhasyimah Hamzah e Shahreen Kasim. "Learning styles and teaching styles determine students’ academic performances". International Journal of Evaluation and Research in Education (IJERE) 8, n. 4 (1 dicembre 2019): 610. http://dx.doi.org/10.11591/ijere.v8i4.20345.
Testo completoAbstract (sommario):
<span>Individuals learn in different ways using several learning styles, but lecturers may not always share material and learning experiences that match students’ learning preferences. Mismatches between learning and teaching styles can lead to disappointment with students are taking, and lead to underperformance among them. The aim of this study is to identify the learning styles of the students enrolled in Universiti Malaysia Pahang who were registered in Programming Technique course and to investigate the relationship between students’ learning styles and teachers’ teaching styles. Five lecturers and 251 students were involved in the study as participants and. Data from students were collected using Leonard, Enid’s VAK Learning Style Survey. Meanwhile, the teaching styles of the lecturers were identified using Grasha and Reichmann’s Teaching Style Survey. The findings revealed that majority of the student’s preferred visual learning style. The result also shows that the lecturers’ teaching styles give an impact towards the <br /> students’ academic performance. From this study, we can conclude that teaching styles have significant impacts on students’ learning styles and academic performances.</span>
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C, Emejidio, e Gepila Jr. "STUDENTS’ LEARNING STYLES AND PREFERRED TEACHING STYLES IN PHILIPPINE CLASSROOM". International Journal of Psychosocial Rehabilitation 24, n. 04 (28 febbraio 2020): 2725–34. http://dx.doi.org/10.37200/ijpr/v24i4/pr201380.
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Mei Ph’ng, Lee. "Teaching Styles, Learning Styles and the ESP Classroom". MATEC Web of Conferences 150 (2018): 05082. http://dx.doi.org/10.1051/matecconf/201815005082.
Testo completoAbstract (sommario):
Learner diversity that exists in the classroom plays a role in influencing the teaching and learning process in the classroom. It should be acknowledged in order for the teaching and learning process to be a meaningful and effective process. Thus, this study examined the learning styles preference of engineering students and the teaching styles preferences of their Technical Communication lecturers. The study also looked at whether the students’ learning styles preferences were influenced by their field of study, gender and ethnic backgrounds. Felder and Solomon’s Index of Learning Styles was administered to 588 engineering students while Grasha and Riechmann-Hruska’s Teaching Style Survey was administered to 10 Technical Communication lecturers. The findings revealed that the students have a marked preference for the visual learning style but balanced preferences for the other learning styles dimensions. The students’ field of study, gender and ethnic backgrounds did not seem to influence the students’ learning styles preferences. As for their Technical Communication lecturers, they seem to favour the student-centered teaching approach. All the data support the notion of adopting a balanced teaching approach in the Technical Communication classroom.
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Brew, Angela, e Tony Wright. "Changing teaching styles". Distance Education 11, n. 2 (gennaio 1990): 183–212. http://dx.doi.org/10.1080/0158791900110203.
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Pettigrew, Frank E., Dorothy B. Zakrajsek, Mary A. Bayless e Grace Goc-Karp. "Compatibility of Students' Learning and Teaching Styles on Their Ratings of College Teaching". Perceptual and Motor Skills 61, n. 3_suppl (dicembre 1985): 1215–20. http://dx.doi.org/10.2466/pms.1985.61.3f.1215.
Testo completoAbstract (sommario):
Student's ratings of teaching performance were compared for those whose preferences for learning style were strongly matched ( n = 77) and strongly mismatched ( n = 40) with their instructors' preference of teaching style. Canfield's Learning Styles Inventory and Canfield and Canfield's Instructional Styles Inventory measured learning and teaching style preferences. The rating scale was designed from a catalog of items. Analysis of variance indicated no significant differences in instructors' ratings between the two groups.
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Constantinides, Panos, e Orestis Antoniades. "Preservice Physical Education Teachers’ Use of Reproduction and Production Teaching Styles". European Journal of Education and Pedagogy 3, n. 5 (8 ottobre 2022): 93–99. http://dx.doi.org/10.24018/ejedu.2022.3.5.442.
Testo completoAbstract (sommario):
Having Mosston’s (1966) and Mosston’s & Ashworth’s (2008) “Spectrum of Teaching Styles” as a guiding tool, research on teaching styles in physical education has being rising for over 50 years. The spectrum offers a variety of teaching styles to be used by teachers, which fall into two broad categories: the rather teacher-centered reproduction styles and the rather student-centered production styles. This paper is part of a larger scale study for teaching effectiveness, in which teaching components were examined. The purpose of this study was to investigate preservice teachers’ preferences of teaching styles during student teaching in public schools. For that purpose, a convenient sample of 16 students of a private University in Cyprus, participated in this study. All students took physical education pedagogy class I and then physical education pedagogy class II, which included student placement in secondary public schools for student teaching purposes. Students were taught Mosston’s and Ashworth’s Spectrum of Teaching Styles in depth, with various examples, teaching style video analysis and workshops, to ensure that all possessed the knowledge and skills to incorporate any teaching style in their teaching. Each student was placed in three different secondary schools, to ensure that he/she would be able to teach in any school context with various circumstances. The investigators observed all students according to the schedule that was prepared in collaboration with school principals and physical education teachers in the participating schools. The investigators took field notes for the application of the teaching styles, as well as for the school context. In addition, informal interviews were conducted with students after each class. Data were analyzed via constant comparison and analytic induction methods. The results revealed three important themes: a) Student teachers preferred mostly teaching styles from the reproduction category, such as the command and the practice style, especially during warm up or children’s practice time, b) Student teachers incorporated teaching styles from the production category during introduction or final assessment of the class, such as the guided discovery or the convergent discovery styles and c) There were times during practice, when some students used a mixture of teaching styles, jumping from one style to the other, according to the activity that would follow. The results demonstrated that preservice teachers prefer the utilization of reproduction teaching styles over production teaching styles. Their personal beliefs seem to impact the usage of any style. In addition, discipline, coaching experience, time management, the school context and the content to be taught were factors affecting their preferences, usually in favor of the reproduction teaching styles. However, they should be encouraged to use production teaching styles as well in their teaching, as a means to help children develop in all domains of learning: psychomotor, cognitive and affective. Perhaps, asking preservice teachers to incorporate teaching styles only form the product category in one of their student teaching classes, would help them feel more confident towards that and would allow for more children-centered classes.
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Kristina, Putri Cicilia, Maya Kurnia, Perabu Nita, Ferri Hidayad, Ahmad Muchlisin Natas Pasaribu e Zihan Novita Sari. "The Influence Of Teaching Style And Motor Ability On The Bottom Passing Learning Outcomes In The Volleyball". Kinestetik : Jurnal Ilmiah Pendidikan Jasmani 5, n. 2 (28 giugno 2021): 234–44. http://dx.doi.org/10.33369/jk.v5i2.16160.
Testo completoAbstract (sommario):
The purpose of this research is to find the effectiveness of teaching style to the learning outcomes of passing motor ability under the volleyball. The Method is Used by experiment with 2 x 3 factorial design. This research is Implemented at SMPN 1 Kayuagung with sample of class VIII. The Results of This study concluded that: (1) There are differences between the forces Teaching reciprocity and training on the learning outcomes of passing down in a manner Overall (2) there are differences between reciprocal teaching style and inclusion To the overall passing learning outcome (3) There are differences Between teaching practice style and inclusion to lower passing learning outcomes Overall. (4) There are interaction between teaching styles (reciprocal, training, And inclusion) and motor ability (high and low) on learning outcomes Passing down as a whole. (5) There are differences teaching styles Reciprocal and training on lower passing learning outcomes in students High motor ability. (6) There are a differences in reciprocal teaching style and Inclusion of lower passing learning outcomes in students with motor ability High. (7) There are different styles of practice teaching and inclusion to results Learn passing down on high skill motor students. (8) There are Differences in reciprocal teaching styles and training on passing learning outcomes (9) There are a differences in teaching styles reciprocity and inclusion to lower passing learning outcomes in students Low motor ability. (10) There are different teaching styles and practice Inclusion of lower passing learning outcomes in students with motor ability low. Implementing of teaching styles in lower passing learning gain learning out come it had better resiprokal teaching style than practice teaching style and inclusion.
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Jannah, Zahratul, Veni Roza e Merry Prima Dewi. "MATCH AND MISMATCH BETWEEN LEARNING STYLES OF EFL STUDENTS AND TEACHING STYLES OF EFL TEACHERS". ELP (Journal of English Language Pedagogy) 6, n. 1 (24 gennaio 2021): 45–58. http://dx.doi.org/10.36665/elp.v6i1.358.
Testo completoAbstract (sommario):
The purposes of this research were to find out what students’ learning styles and teachers’ teaching styles at MTsN 02 Bukittinggi and to find out what are the matches or mismatches between students’ learning styles and teachers’ teaching styles at MTsN 02 Bukittinggi. The design of this research was combining both quantitative and qualitative research. The population of this research was grade VIII at MTsN 02 Bukittinggi. The sample was collected from two classes with a total number of students was 78 students and two different English teachers who taught in both classes. The instrument of this research was questionnaire and interview. The result showed that both classes had the same dominant learning style. In class VIII.6, there were dependent, participant, and collaborative learning styles. Meanwhile, in class VIII.7, the dominant learning styles was collaborative, participant and dependent learning style. While the teachers also had the same dominant teaching styles which were expert, formal authority, and personal model teaching style. Based on the theory of Grasha (2002) about the relationship of learning and teaching style, the researcher found that there was a match between learning styles and teaching styles at MTsN 02 Bukittingg and it was in cluster 2.
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Vaughn, Lisa, e Raymond Baker. "Teaching in the medical setting: balancing teaching styles, learning styles and teaching methods". Medical Teacher 23, n. 6 (gennaio 2001): 610–12. http://dx.doi.org/10.1080/01421590120091000.
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Ayatollahi, Mohammad Ali, e Fatemeh Ferdosi. "The Relationship between Iranian EFL Teachers’ Emotional Intelligence and their Teaching Style". Vision: Journal for Language and Foreign Language Learning 10, n. 1 (14 agosto 2021): 31–46. http://dx.doi.org/10.21580/vjv10i28466.
Testo completoAbstract (sommario):
The present study aimed to detect and compare the most preferred teaching styles by Iranian English teachers in public schools and private language institutes and investigate the possible relationship between EFL teachers’ teaching styles and aspects of their emotional intelligence. The participants were 100 EFL teachers from public schools and private language institutes in Iran, Shiraz. The Persian version of the Bar-On Emotional Quotient Inventory and Grasha’s Style Inventory (TSI) was used to measure the teachers’ emotional intelligence and teaching styles, respectively. Concerning teaching style preference, formal authority style for EFL teachers of schools and facilitator style for teachers of the private institute was the most preferred styles. In addition, the least preferred styles were ‘delegator’ and ‘formal authority’ styles for public school teachers and private institute teachers, respectively. Regarding emotional intelligence, the lowest mean scores were observed in the Stress Management dimension, and the highest was related to the General Mood dimension. Furthermore, ‘general mood’, as a dimension of emotional intelligence, was highly correlated with ‘formal authority’ and ‘expert style’, both of which were public school teachers’ preferred styles. Public School teachers were relatively weak at using ‘personal model’, ‘facilitator’, and ‘delegator’ teaching styles. Thus, it is recommended that they adapt themselves to these styles.
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Lantseva, T. V. "INFLUENCE OF LEARNING AND TEACHING STYLE ON STUDENTS' ACADEMIC PERFORMANCE". BULLETIN Series of Pedagogical Sciences 72, n. 2 (25 giugno 2021): 46–56. http://dx.doi.org/10.51889/2021-2.1728-5496.06.
Testo completoAbstract (sommario):
Research Problem. This article examines the practice and shows the theory and outcome of the study of whether there is a significant relationship of students' academic performance depending on their learning and teaching style, whether there is a significant difference in students' grades depending on their teachers' teaching styles, and whether there is a significant difference between students' academic performance. The purpose of the study focuses on gaining new knowledge about the relationship between the learning and teaching style of a university instructor and student's academic performance. The methodology, methods, and techniques of the study. This study used the Grasch-Richman Learning Styles Questionnaire, which includes tools to assess both learning styles and teaching styles. Our study was designed as a survey study (suitable for determining the existing situation without intervention) and used a quantitative research methodology. The study also used a teaching style inventory method. Results. The results of the study showed that student achievement scores did not change significantly based on their teaching styles; a significant difference was found between student achievement and the correspondence between faculty teaching style and student teaching style. Scientific novelty/practical significance. The new knowledge gained allows us to consider the implications of how emerging learning opportunities relate to student preparation in higher education and teacher level support. Conclusions and Recommendations. The results of our study confirm that learning, teaching styles, and student achievement are interrelated, but in examining these three variables, other variables such as the specific difficulties encountered in teaching a particular subject, the age group of students, and the context of the school must also be considered. There is no "bad" style of qualified teaching. It should not, however, interfere with a teacher's professional development. New knowledge about teaching/learning styles can be useful for beginning university teachers as well as for their students.
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Pasaribu, Ahmad Muchlisin Natas. "THE INFLUENCE OF TEACHING STYLE AND MOTOR SKILLS ON THE BOTTOM PASSING LEARNING OUTCOMES IN THE VOLLEYBALL". JIPES - JOURNAL OF INDONESIAN PHYSICAL EDUCATION AND SPORT 3, n. 1 (3 luglio 2017): 124. http://dx.doi.org/10.21009/jipes.031.014.
Testo completoAbstract (sommario):
The purpose of this research is to find the effectiveness of teaching style to the learning outcomes of passing motor skills under the volleyball. The Method is Used by experiment with 2 x 3 factorial design. This research is Implemented at SMPN 3 Satu Atap Labura with sample of class VIII. The Results of This study concluded that: (1) There are no differences between the forces Teaching reciprocity and training on the learning outcomes of passing down in a manner Overall (2) there are differences between reciprocal teaching style and inclusion To the overall passing learning outcome (3) There are differences Between teaching practice style and inclusion to lower passing learning outcomes Overall. (4) There are interaction between teaching styles (reciprocal, training, And inclusion) and motor skills (high and low) on learning outcomes Passing down as a whole. (5) There are differences teaching styles Reciprocal and training on lower passing learning outcomes in students High motor skills. (6) There are a differences in reciprocal teaching style and Inclusion of lower passing learning outcomes in students with motor skills High. (7) There are different styles of practice teaching and inclusion to results Learn passing down on high skill motor students. (8) There are Differences in reciprocal teaching styles and training on passing learning outcomes (9) There are a differences in teaching styles reciprocity and inclusion to lower passing learning outcomes in students Low motor skills. (10) There are different teaching styles and practice Inclusion of lower passing learning outcomes in students with motor skills lowKeywords: Teaching Styles, Motor Skills, The result of passing down learning
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Apaydin, Beyza Balamir, e Selin Cenberci. "Correlation Between Thinking Styles and Teaching Styles of Prospective Mathematics Teachers". World Journal of Education 8, n. 4 (25 luglio 2018): 36. http://dx.doi.org/10.5430/wje.v8n4p36.
Testo completoAbstract (sommario):
Increasing the quality of education is based on changes thinking and teaching styles. Considering variance ofthinking styles and teaching styles person to person, identifying thinking styles and teaching styles of prospectivemathematics teachers is very important. So, the aim of this study is to determine the correlation between thinking andteaching styles of prospective mathematics teachers and to examine thinking styles and teaching styles of theprospective mathematics teachers by considering some demographic characteristics. The sample of the researchconsisted of 80 prospective mathematics teachers who studied at the Mathematics Education Department of AhmetKeleşoğlu Education Faculty at Necmettin Erbakan University. Relational screening model was used in analysis ofthe data. “Thinking Styles Scale” which was developed by Sternberg and Wagner (1992) and adapted to Turkish byBuluş (2006) and “Teaching Style Inventory” developed by Grasha (1994) and adapted to Turkish by Uredi (2006)were used as data collection tool in the research. According to the conclusion of the research, a positive moderatecorrelation was found between thinking styles and teaching styles of prospective mathematics teachers.
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Şen, Özgür. "Analysing the Correlations between Primary School Teachers’ Teaching Styles and Their Critical Thinking Disposition". Journal of Education and Training Studies 6, n. 1 (28 dicembre 2017): 130. http://dx.doi.org/10.11114/jets.v6i1.2790.
Testo completoAbstract (sommario):
This study aims to analyse the correlations between teaching styles primary school teachers prefer to use and their critical thinking disposition. The research was conducted with the participation of 380 primary school teachers teaching in schools located in Ankara. The study employs relational survey model. In this study “Teaching Styles Inventory” was used to determine the teaching styles preferences of primary school teachers and in order to define their critical thinking dispositions the scale of “Critical Thinking Disposition” was used. Descriptive statistic one way variance analysis (ANOVA) was used in the analysis of the data. It was found in conclusion that the teaching style the participating teachers preferred most was delegator-facilitator-expert style of teaching. Besides, significant correlations were found between primary school teachers’ preference of teaching styles and their critical thinking disposition.
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Haidu, Felicia Aurica. "THE RELATION BETWEEN STUDENTS ANXIETY AND COGNITIVE STYLES". International Multidisciplinary Scientific Conference on the Dialogue between Sciences & Arts, Religion & Education 5, n. 1 (24 novembre 2021): 106–14. http://dx.doi.org/10.26520/mcdsare.2021.5.106-114.
Testo completoAbstract (sommario):
The key to academic success is not only good quality teaching but also a individualized teaching and individualized approaching to the student’s cognitive styles of learning and anxiety. The present paper tries to answer the question if the teachers and school counsellors may help improve students’ learning by helping them to manage their behaviour and attitudes more effectively. Precisely, it postulates that as long as teachers may adapt their communication styles and teachings to the cognitive styles of their student’s better results and more efficient learning they will get from them. It first presents a short literature review of anxiety and of cognitive styles of learning the relation, followed by the relation between anxiety and the cognitive styles and it finally postulates the main methodological approaches that any teachers should adopt to make his teaching more effective having in mind the relation between the two variables. Finally, implications for teaching are discussed, as are suggestions for the future researches.
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Neo, Swee Leng, e Lee Luan Ng. "Learning style and teaching style preferences in a foreign language classroom in Malaysia". Moderna Språk 114, n. 2 (1 dicembre 2020): 139–60. http://dx.doi.org/10.58221/mosp.v114i2.7408.
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Despite learning styles being one of the main topics of interest in education, not many studies have considered the influence of learning styles regarding students learning foreign languages in Malaysia. This study investigates the learning style preferences of 35 Spanish beginner level students aged between 20 and 24 years, the teaching style preferences of their Spanish teacher, and the relationship between the matching of teacher and learner styles and the learners’ language achievement. Data were collected using an adapted perceptual learning style preference questionnaire, a teaching style questionnaire, interviews and class observations. The findings show that the learners preferred kinaesthetic and auditory learning styles, while the teacher preferred kinaesthetic and tactile teaching. Interestingly, the results suggest that improvement in terms of achievement may not necessarily be related to a match between teacher and learner style. It was found that learners who improved were those who could adapt to the teacher’s styles and also those who would use multiple strategies to learn Spanish. Also, the results indicate that application of multiple teaching styles help students learn Spanish in a more enjoyable and effective manner. These insights are of interest to research on learner styles in general, and specifically to Spanish teachers in their instruction planning.
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Akulova, T. N. "PSYCHOLOGICAL BURNOUTAND TEACHING STYLES". Научное мнение, n. 3 (2021): 101–5. http://dx.doi.org/10.25807/pbh.22224378.2021.3.101.105.
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Vollers, J. Michael. "Teaching and Learning Styles". International Anesthesiology Clinics 46, n. 4 (2008): 27–40. http://dx.doi.org/10.1097/aia.0b013e3181862403.
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Florini, Barbara M. "Teaching styles and technology". New Directions for Adult and Continuing Education 1989, n. 43 (1989): 41–53. http://dx.doi.org/10.1002/ace.36719894306.
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DURMUS, ABDULKADIR, e Meral GÜVEN. "The Relationship Between Teaching Styles of English Instructors and Learning Styles of English Prep Class Students at a Turkish State University". Asian Journal of University Education 16, n. 3 (18 ottobre 2020): 15. http://dx.doi.org/10.24191/ajue.v16i3.8603.
Testo completoAbstract (sommario):
It is necessary to be aware of both teaching and learning styles and employing them in teaching and learning processes and as the two important stakeholders of this process, both learners and teachers are expected to benefit from each other at maximum level especially in terms of considering the needs of learners. This study aims to find out if there is a relationship between teaching styles of instructors working at Anadolu University School of Foreign Languages (AUSFL) and learning styles of students studying at English prep class. Data of the study were collected through Grasha-Reichmann Teaching and Learning Style Scales which Sarıtaş & Süral (2010) adapted to Turkish. SPSS package program was used in the descriptive analyses of the study and Pearson’s moment correlation coefficients in correlation calculations. Significant relationships between formal authority teaching style and avoidant learning style, and between personal model teaching style and competitive learning style were found in the study. As for the other teaching and learning styles, although there wasn’t any significant relationship among each other, considering the average values, it can be said that there was a linear relationship among them which led to consider that a partial relationship existed.
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Mathias, Hounnou Azoua. "Reflections on the Suitability and Unsuitability of English as a Foreign Langauge Teaching and Learning Styles in Benin". EAS Journal of Humanities and Cultural Studies 4, n. 1 (8 gennaio 2022): 1–6. http://dx.doi.org/10.36349/easjhcs.2022.v04i01.001.
Testo completoAbstract (sommario):
For a successful teaching-learning process, both teachers and learners should agree about the styles to use. The present research work aimed at investigating suitability and unsuitability of EFL teaching-learning styles in public secondary schools in Parakou municipality (Benin). Three hundred and fifty (350) EFL learners and thirty five (35) EFL teachers were randomly selected for the study. Questionnaires and interviews had been the major instruments for data collection. Statistical analysis carried out with R 4.0.2 revealed significant mismatch between the two styles. It was noted that most of learners are likely to prefer to learn English language with the help of visual and kinesthetic materials than auditory. Teachers strongly favored kinesthetic teaching style (14.9), visual style (13.6) and disfavored auditory teaching style (12.9). The majority of them have two teaching styles (70%). Meanwhile, it was shown that such unsuitability has important negative impacts on students such as stress, unhappiness, boredom and makes teaching-learning failed.
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Supalak, Nakhornsri. "Comparative exploration of learning styles and teaching techniques between Thai and Vietnamese EFL students and instructors". Journal of Language and Cultural Education 4, n. 3 (1 settembre 2016): 103–41. http://dx.doi.org/10.1515/jolace-2016-0028.
Testo completoAbstract (sommario):
AbstractLearning styles have been a particular focus of a number of researchers over the past decades. Findings from various studies researching into how students learn highlight significant relationships between learners’ styles of learning and their language learning processes and achievement. This research focuses on a comparative analysis of the preferences of English learning styles and teaching techniques perceived by students from Thailand and Vietnam, and the teaching styles and techniques practiced by their instructors. The purposes were 1) to investigate the learning styles and teaching techniques students from both countries preferred, 2) to investigate the compatibility of the teaching styles and techniques practiced by instructors and those preferred by the students, 3) to specify the learning styles and teaching techniques students with high level of English proficiency preferred, and 4) to investigate the similarities of Thai and Vietnamese students’ preferences for learning styles and teaching techniques. The sample consisted of two main groups: 1) undergraduate students from King Mongkut’s University of Technology North Bangkok (KMUTNB), Thailand and Thai Nguyen University (TNU), Vietnam and 2) English instructors from both institutions. The instruments employed comprised the Students’ Preferred English Learning Style and Teaching Technique Questionnaire and the Teachers’ Practiced English Teaching Style and Technique Questionnaire. The collected data were analyzed using arithmetic means and standard deviation. The findings can contribute to the curriculum development and assist teachers to teach outside their comfort level to match the students’ preferred learning styles. In addition, the findings could better promote the courses provided for students. By understanding the learning style make-up of the students enrolled in the courses, faculty can adjust their modes of content delivery to match student preferences and maximize student learning. Finally, this research could establish better understanding between language learning natures of people from Thailand and Vietnam.
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Alnujaidi, Sulaiman. "The Difference between EFL Students’ Preferred Learning Styles and EFL Teachers’ Preferred Teaching Styles in Saudi Arabia". English Language Teaching 12, n. 1 (13 dicembre 2018): 90. http://dx.doi.org/10.5539/elt.v12n1p90.
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This study investigated the difference between EFL students’ preferred learning styles (PLS) and EFL teachers’ preferred teaching styles (PTS) in Saudi Arabia. The participants in this study were 130 EFL students and 102 EFL teachers. Felder and Silverman’s learning/teaching style model was employed to identify students’ learning styles as well as teachers’ teaching styles. The study’s results revealed that EFL students preferred the sensing, visual, active, and sequential learning styles. It was also found that EFL teachers preferred the abstract, verbal, passive, and global teaching styles. The study revealed a statistically significant difference between students’ learning styles and teachers’ teaching styles. These results showed that there was a mismatch between students’ PLS and teachers’ PTS and recommendations were proposed to bridge this gap.
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Boby Helmi, Ramadan e Dicky Hendrawan. "Impact of Teaching Style and Arm Muscle Strength on Bulletproof Learning Outcomes". Jurnal Pendidikan Jasmani (JPJ) 1, n. 1 (27 giugno 2020): 24–28. http://dx.doi.org/10.55081/jpj.v1i1.110.
Testo completoAbstract (sommario):
The purpose of this study was to determine the effect of command and reciprocal teaching styles and arm muscle strength on learning outcomes of shot put. This research was conducted on students of SMP Negeri 2 Kuala Langkat, this study used treatment by level 2 x 2. The sample consisted of 44 students divided into four groups, each consisting of 11 pesilat. The data analysis technique is the analysis of two-lane variance (ANOVA) and then followed by the Tukey test at the significance level α = .05. The results of this study indicate that (1) 1. There are differences in learning outcomes of shot putting between reciprocal teaching styles and command teaching styles. (2) Learning Outcomes Shot of students with high arm muscle strength taught by using reciprocal teaching styles is no better than command teaching style. (3) Learning Outcomes Refuse bullets of students with low arm muscle strength taught by using the command teaching style is better than the reciprocal teaching style. (4) There is an interaction between the Learning Model and Arm Muscle Strength on Shot Ability.
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Khalid, Touseef, Iffat Rohail e Andleeb Akhtar. "ROLE OF TEACHING STYLES ON SELF- REGULATION AMONG THE ADOLESCENTS WITH PHYSICAL DISABILITIES". Humanities & Social Sciences Reviews 9, n. 3 (1 maggio 2021): 100–110. http://dx.doi.org/10.18510/hssr.2021.9311.
Testo completoAbstract (sommario):
Purpose of the study: This study examined the role of teaching styles on self-regulation among adolescents with physical disabilities and moderating effects of age on the relationship between teaching styles and self-regulation.
Methodology: 150 students from Islamabad and Rawalpindi divisions were included in this study. Adolescent Self-Regulatory Inventory (Moilanen,2007) and Junior High School Teaching Styles Questionnaire (Chen,2008) was used to assess teaching styles and self-regulation. A purposive-convenient sampling technique was used, and SPSS 22 was used for data analysis.
Main Findings: The results demonstrated that the democratic teaching style was the most perceived teaching style among adolescents with a physical disability. It was found that teaching styles predicts self-regulation significantly with (β = .24, R2 = .05) and p < .001. Democratic teaching style had a significant relationship with long-term self-regulation. Age played a moderator role between teaching style and self-regulation with (β= -.16, R2=.09) and p < .01 among adolescents with a physical disability.
Applications of this study: Results of the study will be helpful in the rehabilitation of this marginalized part of society and helps teachers to understand that how their style could affect the personality development of special students.
Novelty/Originality of this study: There is a need to study the handicapped population, their problems, and opportunities for their rehabilitation, especially in Pakistan. As the needs of students with disabilities are entirely different from regular students, society and teachers need a constructive mindset to solve and eliminate the challenges faced by them.
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Akram Awla, Hawkar. "Learning Styles and Their Relation to Teaching Styles". International Journal of Language and Linguistics 2, n. 3 (2014): 241. http://dx.doi.org/10.11648/j.ijll.20140203.23.
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Heikkinen, Michael, Frank Pettigrew e Dorothy Zakrajsek. "Learning Styles VS. Teaching Styles—Studying The Relationship". NASSP Bulletin 69, n. 478 (febbraio 1985): 80–85. http://dx.doi.org/10.1177/019263658506947815.
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M Mohd Siraj, Mohd Asraf, Ahmad Aizuddin Md Rami, Nor Azni Abdul Aziz e Mohd Ashraff Mohd Anuar. "The The Relationship Between School Heads’ Transformational and Structural Leadership Styles Towards Teachers’ Teaching Motivation". Asian Journal of University Education 18, n. 1 (14 febbraio 2022): 244. http://dx.doi.org/10.24191/ajue.v18i1.17193.
Testo completoAbstract (sommario):
Abstract: Leadership is crucial in an organisation’s long-term viability and incredibly motivating teachers. Theoretical and conceptual searches for leadership styles that work in any situation, such as teachers’ teaching motivation and with any set of followers, have never been more abundant in the field of leadership research. However, some findings reported that there had been some uncertainty about the relationship of leadership styles towards teacher teaching motivation in some schools. Hence, this study is designed to get the response of primary school teachers in Sabah on the school heads’ transformational and structural leadership styles, the level of teachers’ teaching motivation, and the relationship between the school heads’ transformational and structural leadership styles towards teachers’ teaching motivation. This study is a descriptive quantitative study conducted through a survey using a questionnaire from the instruments of L. Bolman Personnel correspondents for structural leadership style, MLQ (Multi-Factor Leadership Questionnaire) for transformational leadership style, and A Questionnaire Measure of Individual Differences in Achieving Tendency (QMAT) for teaching motivation. The study involved 350 respondents from primary schools in Sabah. The analysis of the findings uses frequency, percentage, mean, standard deviation, and Pearson correlation analysis with determination = 0.05. The results showed that teachers’ response in primary school in Sabah to the leadership style of the school heads is at a satisfactory level. The study also found a significant relationship between the school heads’ leadership styles towards teachers’ teaching motivation. This study supports the findings of other studies, whereby the headmaster leadership styles influence teachers’ level of teaching motivation in schools.
Keywords: Transformational leadership styles, structural leadership styles, teachers’ motivation
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Nasution, Auliana, Ambiyar Ambiyar e Wakhinuddin Simatupang. "Student learning style in vocational higher education". INVOTEK: Jurnal Inovasi Vokasional dan Teknologi 21, n. 1 (22 febbraio 2021): 11–18. http://dx.doi.org/10.24036/invotek.v21i1.765.
Testo completoAbstract (sommario):
When student learning styles are known, teaching can be designed according to student interests through teaching strategies, teaching methods and techniques, and selecting and applying the necessary teaching tools. This research aims to describe vocational students' learning styles using Forster learning styles and investigate the relationship between these learning styles and mathematics learning achievement. Researchers analyzed vocational students' mathematics learning styles using the "How Do I Learn?" developed by Forster. By using a screening model and quantitative research methods, data collected. The collected data from the instrument containing questions related to the student's mathematics learning style are then processed using SPSS, analyzed using descriptive statistics and one-way analysis of variance (ANOVA). Descriptive statistics were applied to view participant demographics and an overview of each learning style score, while one-way analysis of variance (ANOVA) was conducted to assess differences in mathematics learning styles among students based on mathematics scores. The results showed no relationship found between reflective, curious, diligent, and user learning styles using the questionnaire developed by Foster and the students' mathematics scores.
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Vlahava, Kalliopi, e Faye Antoniou. "The relationship between teaching styles and SEN students' reading comprehension achievement". New Trends and Issues Proceedings on Humanities and Social Sciences 6, n. 7 (31 dicembre 2019): 62–72. http://dx.doi.org/10.18844/prosoc.v6i7.4513.
Testo completoAbstract (sommario):
The aim of the current study was to find out which are the characteristics that affect teachers’ preference on specific teaching styles and whether students with Learning Disabilities are benefited by the use of specific teaching styles in the development of their reading comprehension skills. Seventeen English as a Foreign Language teachers and 309 students, 55 of which were identified as students with special educational needs (SEN), aged 9–11 years old, were participated in this study. A questionnaire consisting of four teaching scenarios, in order for teachers’ preferred teaching style to be emerged, and a reading comprehension test, which sought to assess students’ reading comprehension skill and their skill to draw conclusions based on the information given on the text, was given to the teachers and students, respectively. Results indicated a high teachers' preference for the suggestive teaching style when dealing with students with SEN in the mainstream classroom. Findings also showed that teaching styles have a significant impact on their students’ competence of extracting meaning from written text. The most beneficial teaching style to students with SEN was the suggestive one.
Keywords: English as a foreign language, reading comprehension, special educational needs, teaching styles.
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Simorangkir, Martha. "PENGARUH GAYA MENGAJAR TEKNOLOGIS GURU PENDIDIKAN AGAMA KRISTEN TERHADAP GAYA BELAJAR VISUAL SISWA KELAS VIII SMP N 1 PAHAE JULU K KABUPATEN TAPANULI UTARA TAHUN PEMBELAJARAN 2018/2019”". Areopagus : Jurnal Pendidikan Dan Teologi Kristen 17, n. 1 (1 marzo 2019): 6–10. http://dx.doi.org/10.46965/ja.v17i1.230.
Testo completoAbstract (sommario):
vAbstract, The research aims to know of percentage the teknological teaching style of teachers christianeducation towards students visual learning styles in class VIII SMP Negeri 1 Pahae Julu Tapanuli Utararegency in 2018/2019 academic years. The hypothesis of this research was: there is a positive and significantinfluence teknological teaching style of teachers christian education towards students visual learning styles inclass VIII SMP Negeri 1 Pahae Julu Tapanuli Utara in 2018/2019 academic years.Research instrument in the form of a closed questionnaire prepared by the research. analyzing datawas indicated that the teknological teaching style of teachers christian education towards students visuallearning styles in class VIII SMP Negeri 1 Pahae Julu Tapanuli Utara by 16,40 % with the calculation bycomparing tcount ttable namely 2,426 2,042. Tes the regression equation between X and Y with.Hypothesis test indicated that the Fcount Ftable namely 5,870 1,62 then H0 rejected and Haaccepted. the conclusion drawn from this study was there is a positive and significant influence teknologicalteaching style of teachers christian education towards students visual learning styles in class VIII SMP Negeri 1Pahae Julu Tapanuli Utara regency in 2018/2019 academic years.Keywords : teknological teaching style of teachers christian education, students visual learning styles.
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Sania Nasir, Dr. Shahid Hussain Mughal e Amjad Ali Rind. "Investigating the Learning Styles Preferences of First-year B.Ed. Students Studying in a Public Sector University of Northern Sindh, Pakistan". sjesr 4, n. 1 (6 marzo 2021): 304–14. http://dx.doi.org/10.36902/sjesr-vol4-iss1-2021(304-314).
Testo completoAbstract (sommario):
In a student-centered teaching and learning environment, students' needs, potentials, and learning styles are considered crucial. Therefore, teachers need to understand what learning styles students prefer to teach effectively. In the current study, a quantitative research approach has been adopted in this study within it descriptive research designed was used. To determine the preferred learning styles of B.Ed. students, VARK (Visual, Aural, Read/Write, and Kinesthetic) learning style model has been used. Since the data was collected using the VARK questionnaire, simple random sampling techniques were used. The reliability of the instrument was calculated through Cronbach α= 0.75. The sample of the study consists of 140 Bachelor of Education (B.Ed.) students of a Public Sector University located in Northern Sindh, Pakistan. The data were analyzed through descriptive statistics (percentages mean and standard deviation) to determine the most preferred style of learning of students. The results of the study revealed that 27.93% of the B.Ed. students have preferred aural learning style, 25.13% kinaesthetic learning style, 22.65% visual style of learning and 21.09% preferred read/write learning style respectively. To conclude that the majority of the B.Ed. students preferred aural learning style and the least preferred style of learning was read/write. Hence, B.Ed. students were driven towards an aural learning style. This study suggests that students learning styles are influenced by the teacher’s teaching style. Therefore, the teacher can determine his/her teaching style by using the score of the VARK questionnaire. The study recommends that another study can be conducted by the teachers to learn about the larger number of students’ preferred learning styles. The teacher can also address a mixture of learning styles. In the classroom, there are always diverse learners. In that case, the teacher can use integrated teaching style which can address all learners preferred teaching style.
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Jumardi, Jumardi. "Pengaruh Pendekatan Pembelajaran dan Gaya Belajar Terhadap Hasil Belajar Sejarah Siswa". Jurnal Pendidikan Sejarah 3, n. 1 (30 gennaio 2014): 1. http://dx.doi.org/10.21009/jps.031.01.
Testo completoAbstract (sommario):
Abstract
The aim of the study is to reveal the empirical data about the effect of learning approach and and learning styles on the outcome of history learning of SMA Negeri 35 Jakarta The methodology used is the experimental method with a 2x2 factorial design.. Data analysis performed by using two way variance analysis. The findings of the study demonstrated: 1) The history learning outcome of the students who take the teaching methods CTL was higher than students who take conventional teaching methods . 2) The history learning outcome between students who have a visual learning style was higher than students who have auditory learning style. 3) There is an interaction effect between learning approach and learning style of the history learning outcome. 4) The history learning outcome of the students who take the teaching approach of CTL and have a visual learning style higher than students who take conventional teaching approach and have a visual learning style . 5) The history learning outcome of the students who take the teaching approach of CTL and auditory learning style is lower than students who take conventional teaching approach and have auditory learning styles. 6) The history learning outcome of the students who take the teaching approach of CTL and have a visual learning style was higher than students who take the teaching approach of CTL and have auditory learning styles. 7) The history learning outcome of the students who take conventional teaching approach and have a visual learning style is lower than students who take conventional teaching approach and have auditory learning styles
Keywords : Learning approach, learning style and history learning outcome.
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Alhourani, Alaa Q. "Investigating the Match and Mismatch between Students’ Learning Styles and Teacher’s Teaching Styles in a Saudi School: A Case Study". Journal of World Englishes and Educational Practices 3, n. 2 (27 febbraio 2021): 10–20. http://dx.doi.org/10.32996/jweep.2021.3.2.2.
Testo completoAbstract (sommario):
This study examines if there is a match or mismatch between students’ learning styles and the teacher’s teaching styles in a classroom at Khalid Bin Alwlid School, Tabarjal, Saudi Arabia. The main objectives of this study are to determine dominant learning styles of the whole secondary grade students and the teacher’s teaching style. This study was carried out as a case study, and the data were analyzed qualitatively and quantitatively. Participants of this study were a class of 15 students and their English language teacher to the first secondary stage. The instruments used for collecting data were Reid’s Perceptual Learning Style Preference Questionnaire (1995), Teachers Teaching Style Preferences Questionnaire (Peacock 2001), and semi-structured interview. The findings of this study indicated that the majority of the students had multiple learning styles with at least auditory and group as their major learning style preferences, followed by kinesthetic, tactile, and visual as their minor learning style preferences. They showed negative preference towards individual style. The major learning style preferences of the English language teacher were visual and individual, followed by tactile and kinesthetic as his minor style preferences, while his negligible teaching style preferences were auditory and group. There was a mismatch between the teacher’s teaching style and the students’ learning style at Khalid Bin Alwlid School, Tabarjal, Saudi Arabia
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Ganji, Mansoor, e Farzane Safarzade Samani. "The Relationship Between Demographic Features and Iranian EFL Teachers’ Attachment Style". Profile: Issues in Teachers' Professional Development 24, n. 1 (19 gennaio 2022): 45–61. http://dx.doi.org/10.15446/profile.v24n1.91098.
Testo completoAbstract (sommario):
This study investigated Iranian English as a foreign language teachers’ attachment styles and possible influential factors such as age, teaching experience, gender, and educational degree. The participants were 108 female and 79 male Iranian English teachers, chosen through convenience and snowball sampling. Using Google forms, a researcher-made questionnaire was sent to the participants. There was a positive relationship between age and a secure style, and a negative relationship between fearful and preoccupied styles and age. Further, there was a positive correlation between a secure style and teaching experience, and a negative relationship between fearful and preoccupied styles and teaching experience. Male teachers were more secure, and educational degree made no difference in secure and preoccupied styles.
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Jaufillaili, Jaufillaili, e Linda Linda. "The Analysis of Instructional Media as Cirebonese Cultural Representative Related to Students’ Learning Styles in Peer Teaching Activity". Academic Journal Perspective : Education, Language, and Literature 4, n. 1 (14 novembre 2018): 18. http://dx.doi.org/10.33603/perspective.v4i1.1683.
Testo completoAbstract (sommario):
In this research, the writers observed the peer-teaching activity in Teaching and Listening for Children class. The writers intended to find out: 1) What is the dominant students‟ learning styles in the class? 2) What are the most dominant instructional media as Cirebonese cultural representative used by the students in peer-teaching activity in the class? 3) How are the instructional media used by the students in peer-teaching activity related to their learning styles? The theory of learning style used in this research was from Pritchard (2009) that was strengthened by Fauziati (2010). This was a qualitative research. The research instruments were Batch‟s Learning style inventory test and observation sheet. The result showed that: 1) The dominant students‟ learning styles in the class was visual learning styles. From forty (41) one students, twenty one (21) students were visual learners. 2) The most dominant instructional media as Cirebonese cultural representative used by the students in peer-teaching activity in the class was picture. Pictures as instructional media were used by almost all groups with different learning styles preferences. 3) The instructional media used by the students in peer-teaching activity related to their learning styles could be concluded as follows: auditory learners uses a sound record, visual learners used pictures, kinesthetic/tactile learners used paper that should be folded by the students (involving physical activity), and multi-learning style learners used video that involved audio-visual activity for their students.
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Salcedo, Arnold. "Preferred Learning Styles of Accounting Major Students". International Journal of Multidisciplinary: Applied Business and Education Research 2, n. 7 (12 luglio 2021): 549–56. http://dx.doi.org/10.11594/ijmaber.02.07.02.
Testo completoAbstract (sommario):
The general objective of this research is to determine the learning style of accounting major students of a university in Central Luzon, Philippines, and the corresponding teaching strategy for the identified learning style. By conducting a cross-sectional descriptive research design on learning styles among three hundred fifty-three (353) accounting major students, the combination of learning styles that best describe the accounting major students using Kolb Learning Style Inventory Model is said to be ‘reflector’ style using the diverging strategies which are watching and feeling, following a combination of concrete experiences and reflective observation. The proposed teaching strategies will aid teachers in adjusting their teaching methods that suited for the learning style of accounting major students versus the current teaching methods being received by accounting students today.
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Rojas-Jara, Constanza, Claudio Díaz-Larenas, Jorge Vergara-Morales, Paola Alarcón-Hernández e Mabel Ortiz-Navarrete. "Estilos de enseñanza y estilos de aprendizaje en educación superior: Análisis de las preferencias de estudiantes de Pedagogía en Inglés en tres universidades chilenas". Revista Electrónica Educare 20, n. 3 (1 settembre 2016): 1. http://dx.doi.org/10.15359/ree.20-3.7.
Testo completoAbstract (sommario):
This paper shows the findings of a study conducted in three Chilean universities in 2014. It aims to analyze EFL student teachers’ preferences regarding their teaching and learning styles. 279 participants answered the teaching style inventory and 238 took the learning style questionnaire. These participants are first, third and fifth year student-teachers. This study uses Grasha and Riechman’s model to study teaching and learning styles. These authors propose a classification, cluster grouping and integrated clustering (Lewis, 2014; Grasha y Riechmann, 1975). The findings reveal that all student teachers favor the Facilitator teaching style and the Collaborative learning style.
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Amalia, Fitri, James Tangkudung e Firmansyah Dlis. "THE EFFECT OF TEACHING STYLES AND COORDINATION TO THE LEARNING RESULT OF TABLE TENNIS SKILLS". JIPES - JOURNAL OF INDONESIAN PHYSICAL EDUCATION AND SPORT 4, n. 1 (30 luglio 2018): 35–45. http://dx.doi.org/10.21009/jipes.041.03.
Testo completoAbstract (sommario):
The purpose of this research is to know the difference of influence of teaching style and coordination to the learning result of table tennis skill. The research was conducted on Physical education health and recreation University of education indonesia students. The research method used experiment with 2x3 factorial design, using 60 samples. Based on the results of research and discussion can be concluded that are as follows: 1) There is a difference in the influence of command teaching style with reciprocal teaching style to the learning outcomes of table tennis skills to students as a whole. 2) There is a difference in the influence of the command teaching style with the inclusive teaching style on the learning outcomes of table tennis skills to the students as a whole. 3) There is a difference in the influence of reciprocal teaching style with the teaching style of inclusion to the learning outcomes of table tennis skills to the students as a whole. 4) There is an interaction between the teaching style and the coordination of the learning outcomes of table tennis skills to the students. 5) There is a difference in the influence of command teaching style with the reciprocal teaching style on the learning outcomes of table tennis skills in groups of students who have high coordination. 6) There is a difference in the influence of the command teaching style with the inclusive teaching style on the learning outcomes of table tennis skills in the group of highly coordinated students. 7) There is a difference in the influence of reciprocal teaching styles with inclusive teaching styles on the learning outcomes of table tennis skills in groups of highly coordinated students. 8) There is a difference in the influence of the command teaching style with the reciprocal teaching style on the learning outcomes of table tennis skills in groups of students with low coordination. 9) There is a difference in the influence of the command teaching style with the teaching style of inclusion to the learning outcomes of table tennis skills in the group of students who have low coordination. 10) There is a difference in the influence of reciprocal teaching styles with inclusive teaching styles on the learning outcomes of table tennis skills in groups of students with low coordination.
Keywords: Teaching Style, Command, Reciprocal, Inclusion, Coordination
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Herman, Herman, Agung Sunarno e Nurhayati Simatupang. "The Influence of Teaching Style and Independence on Learning Outcomes of Lower Passing in Volleyball Games for MAN Students". Journal Physical Education, Health and Recreation 5, n. 2 (22 agosto 2021): 169. http://dx.doi.org/10.24114/pjkr.v5i2.27569.
Testo completoAbstract (sommario):
The learning process consists of several supporting components: teaching materials, learning models, learning methods, and teaching styles. All of these components aim to help students understand and understand all teaching materials in each subject. For the SMA/MA level, passing down in volleyball is one of the materials that is considered quite difficult, as evidenced by the data obtained from the school. More than half of the participants failed in the subject of the volleyball game. What is found in the field is the most significant cause of failure, which is generally influenced by an unsupportive learning process. One of the most influential things is the teaching style. In this study, the teaching styles that are considered to be able to create situations/conditions that help the learning process are convergent teaching styles and inclusive teaching styles.
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Ozan, Ceyhun. "The Relationship between Prospective Teachers’ Thinking Styles and Attitudes towards Teaching Profession". Journal of Curriculum and Teaching 8, n. 3 (5 agosto 2019): 50. http://dx.doi.org/10.5430/jct.v8n3p50.
Testo completoAbstract (sommario):
The aim of this study is to determine the prospective teachers' thinking styles, attitudes towards teaching professionand the relationship between thinking styles and attitudes towards teaching profession. Relational survey model wasused in the study. The universe of the study consists of the prospective teachers studying in the Faculty of Theology,Faculty of Theology and Pedagogical Formation Program of a state university in the fall semester of 2017-2018academic years. The sample of the study consisted of 1215 prospective teachers who were selected throughconvenience sampling method. According to the results of the study, prospective teachers preferred the mostlegislative, monarchic, executive, judicial, liberal thinking styles e.g. the hierarchic, conservative, oligarchic andanarchic thinking styles. Prospective teachers' attitudes towards teaching profession are positive. A significantpositive relationship was found between liberal, external, monarchic, executive, hierarchic, legislative, judicial andconservative thinking styles and attitudes towards teaching profession. On the other hand, a significant negativecorrelation was found between the oligarchic thinking style and the attitude towards teaching profession. Therelationship is moderate in liberal and external thinking styles and low in other thinking styles.
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Ramadhan, F., A. Rahmat e E. Nuraeni. "Teaching Style and Mental Representation of Teachers in Biology Learning Using Convention Picture". International Journal of Science and Applied Science: Conference Series 2, n. 1 (10 dicembre 2017): 105. http://dx.doi.org/10.20961/ijsascs.v2i1.16690.
Testo completoAbstract (sommario):
<p class="Abstract">Activities of teacher’s working memory in representing a picture are important in the teaching and learning process. This study aimed to reveal the tendency of teacher’s mental representation and teacher’s teaching styles in biology class using convention pictures. This research used descriptive method. The research was conducted by involving four high school biology volunteer teachers of grade XI from four schools in Lebak, Banten, Indonesia. Teacher’s teaching styles were measured by questionnaires and rubrics adapted from Grasha and teacher’s mental representations were measured using worksheets and rubrics developed based on the Causal Network Elicitation Technique (CNET) model. The data obtained were analyzed qualitatively. The results showed two dominant teacher teaching styles; there were expert style and facilitator style. The mental representation of teachers when reading convention picture was in the category of good (2 teachers), adequate (1 teacher) and inadequate (1 teacher). A teacher with expert teaching style tends to have a good mental representation compared to a teacher with facilitator teaching style.</p>
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Egel, Ilknur Pekkanli. "English language learning and teaching styles in two Turkish primary schools". Social Behavior and Personality: an international journal 37, n. 8 (1 settembre 2009): 1117–28. http://dx.doi.org/10.2224/sbp.2009.37.8.1117.
Testo completoAbstract (sommario):
Foreign language learning styles are aimed at facilitating students' learning and therefore the teaching style used is important in terms of matching learners' styles to their educational needs. The present study was aimed at investigating several dimensions of primary school students' language learning styles and the ways in which certain styles are shaped and favored by teachers' teaching styles. The primary aim was to find out whether or not the measures taken by the Turkish Ministry of Education regarding rectifying the shortage of teachers of English as a foreign language have had an effect on the learning styles of primary school students. The secondary aim was to examine the varying learning styles of EFL students in two primary schools and to establish whether or not there has been a change in these learning styles. Finally, the researcher examined whether or not the economic conditions of the schools had an influence on the students' learning styles.
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Boyce, B. Ann. "The Effects of Three Styles of Teaching on University Students’ Motor Performance". Journal of Teaching in Physical Education 11, n. 4 (luglio 1992): 389–401. http://dx.doi.org/10.1123/jtpe.11.4.389.
Testo completoAbstract (sommario):
The effects of three teaching styles (command, practice, and reciprocal) from Mosston’s Spectrum of Teaching Styles were investigated in terms of motor skill acquisition and retention of a selected shooting task. University students (N=135) enrolled in nine riflery classes were randomly assigned by class to one of three treatment groups. A 3×6 (Teaching styles × Sets of trials) ANCOVA, with repeated measures on the last factor and pretest performance as the covariate, revealed a significant group-by-trials interaction. Command and practice styles were significantly superior to the reciprocal style in terms of skill acquisition and retention. Discussion addresses not only previous research on Mosston’s styles but also the research in teacher effectiveness and selected motor-learning constructs.
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Grasha, Anthony F., e Natalia Yangarber-Hicks. "Integrating Teaching Styles and Learning Styles with Instructional Technology". College Teaching 48, n. 1 (gennaio 2000): 2–10. http://dx.doi.org/10.1080/87567550009596080.
Testo completo