Students' preferences and perceptions of teaching styles and learning styles in an esp context at a Malaysian Technical University

Mei Ph'ng , Lee (2014) Students' preferences and perceptions of teaching styles and learning styles in an esp context at a Malaysian Technical University. PhD thesis, UTeM.

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Abstract

This study aims to determine the match and mismatch between the learning styles preferences of UTeM engineering undergraduates and the teaching styles preferences of their Technical Communication course lecturers. The study first looked at the students’ learning styles according to their field of study, gender and ethnic background and the teaching styles of their Technical Communication course lecturers. This was achieved via the use of quantitative methods where 588 engineering undergraduates answered Felder’s Index of Learning Styles and 10 Technical Communication lecturers answered Grasha’s Teaching Style Survey. The study also looked at the extent the lecturers’ teaching styles matched and/or mismatched their learning styles preferences and the students’ reactions towards the cases of matching and mismatching. This part of the study involved qualitative methods namely student interviews and student learning journals. The quantitative data revealed general patterns of the students’ learning styles preferences and their lecturers’ teaching styles preferences. The students were generally inclined towards having balanced preferences for all the learning styles although they displayed a marked preference for the visual learning style. Their learning styles preferences were not influenced by their field of study, gender or ethnic background. Their lecturers generally have preference for the facilitator teaching style. The qualitative data revealed further details about the match and mismatch. The findings revealed that the lecturers’ teaching styles generally matched most of the students’ learning styles. More interestingly, it revealed that the students were willing to accommodate their lecturers’ teaching styles when mismatches occurred. This study proposes that the teaching and learning process in the Technical Communication classroom can be enhanced with the incorporation of teaching strategies that take into account the students’ learning styles preferences, their lecturers’ teaching styles preferences and the students’ general willingness to accommodate to their lecturers’ teaching styles in the case of mismatch. The implications of the findings would be useful to lecturers, curriculum and material developers who intend to adopt the concept of learning styles and teaching styles into the teaching and learning process.

Item Type: Thesis (PhD)
Uncontrolled Keywords: Learning, Psychology of, Educational psychology, Teaching
Subjects: L Education > LB Theory and practice of education
L Education > LB Theory and practice of education > LB1501 Primary Education
Divisions: Library > Tesis > PBPI
Library > Disertasi > PBPI
Depositing User: Norziyana Hanipah
Date Deposited: 12 Aug 2015 07:36
Last Modified: 12 Aug 2015 07:36
URI: http://eprints.utem.edu.my/id/eprint/14809
Statistic Details: View Download Statistic

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