The learning styles of teacher colleges' students as determined by the Lassi questionnaire
Dunjwa, Nosipho Nombulelo
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This research was undertaken to study the learning styles of teacher colleges of education students and the effect that these learning styles had on their academic performance. This was done by means of literature and empirical studies. Data was collected by administering a questionnaire (LASSI), getting examination marks to calculate the percentage pass of students and by a review of related literature. The findings of the literature review showed that students use varied styles of learning. Kolb (1984:77-78) for example, refers to his learners as accommodators (learning by concrete experience and active experimentation), convergers (abstract conceptualisation) divergers (from concrete experience to reflective observation) and assimilators (learning by abstract conceptualisation and reflective observation). Dunn and Griggs (1988:64) indentified different learners as idealists, analysists, realists, pragmatists and synthesists. Results of the empirical study revealed that the college students used a "realist" learning style. The "realist" learns by seeking empirical facts, expert opinions on current needs, is solution seeking and likes concrete results. Their percentage pass was low. This is an indication that the type of style (realist) they use does not bring about success in their learning. The researcher, therefore recommendes that educators should guide students on the use of all study strategies as these determine academic success. They should also provide affective and social education and a motivating learning environment to learners as these have an effect on learning styles. To the students, the researcher recommends that they should assess their study strategies, accept and use even those they are not familiar with, to maximise their learning and achievement.