Students' Learning Styles Compared with Their Teachers' Learning Styles in Upper Secondary School -- A Mismatched Combination

Autor/in	Boström, Lena
Titel	Students' Learning Styles Compared with Their Teachers' Learning Styles in Upper Secondary School -- A Mismatched Combination
Quelle	In: Education Inquiry, 2 (2011) 3, S.475-495 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2000-4508
DOI	10.3402/edui.v2i3.21995
Schlagwörter	Cognitive Style; Teaching Styles; Measures (Individuals); High School Teachers; High School Students; Preferences; Motivation; Persistence; Student Interests; Time Factors (Learning); Learning Style Inventory + Suchen Sie Ihr Suchwort? Cognitive styles; Kognitiver Stil; Lehrstil; Unterrichtsstil; Messdaten; High school; High schools; Teacher; Teachers; Oberschule; Lehrer; Lehrerin; Lehrende; Student; Students; Schüler; Schülerin; Studentin; psychologische; Motivation (psychologisch); Ausdauer; Studieninteresse
Abstract	The background to this study is the large number of students who fail to finish upper secondary school with passing grades. The overall aim of this study was to examine one parameter in the didactic interaction between teachers and students, namely differences and similarities in learning styles. This study therefore compares teachers' and students' learning styles profiles in the two major orientations in upper secondary school. The study involved 53 secondary school teachers and 101 high school students who were randomly selected. The learning styles assessment PEPS was used to identify 20 different traits. Three groups were compared and analysed by using an F-test and an analysis of variance (ANOVA). The statistical analysis showed that the teachers have a greater need for light and temperature, are more motivated, more conformist, have less need for structure and authority and are more alert in the morning and less in the afternoon compared with the students. The two student groups revealed no statistically significant differences between them. The results are of value for people involved in the planning of teacher education, practicing teachers and students themselves. The results indicate the need for expanded educational strategies and an in-depth didactic discussion of practical activities. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01