An analysis of student learning style pPreferences for promoting student engagement

Abstract

Many students demoralized if the educators fail to identify students learning style preferences inteaching and learning. Therefore, adopting the appropriate and effective methodologies andlearning styles for undergraduates lead to academic achieving for successful learning, engagingstudents in active learning is important. This study examines (1) to which extent studentengagement takes place in learning (2) whether the relationships between student learning stylepreferences and student engagements are interdependent. The study examines by students do notengage effectively and meaningfully in the academic activities though teachers are doing theirbest. A model was constructed considering learning style preference as a independent variable andstudent engagement as a dependent variable. To facilitate this study, experimental session ofteaching and learning practice throughout the semester featuring a wide range of innovative,student centered activities for enhancing students. Active engagement in learning were used. Forthis study questionnaires are given to the 68 undergraduates from the second year of the faculty ofthe Business studies. Convenience sampling method was used for this purpose. The questionedwere designed based students’ different learning style preferences considering three dimensionsas whole class, individual and small group activities. The data were collected and analysed usingSPSS 16.0. The Findings reveal that effective and active student engagement takes place wheninteractive and inter graded modern methodologies such as collaborative learning, using authenticmaterials for perusal and discussion, pair work, peer-tutoring, small-group task, technology-basedlearning such as audio video aids, multi-media OHP are adopted as opposed to traditional teaching.The absence of suitable and apt student-oriented learning activities leads to student engagement.