The learning styles of teacher colleges' students as determined by the Lassi questionnaire
Loading...
Date
1998-11
Authors
Dunjwa, Nosipho Nombulelo
Journal Title
Journal ISSN
Volume Title
Publisher
University of the Free State
Abstract
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.
Description
Keywords
Academic achievement, Study skills, Dissertation (M.Ed. (Psychology of Education))--University of the Free State, 1998