Does the teacher still care about the students’ learning styles ?
The survey study of the teachers' awareness of
the students' learning styles
Abstract
Every individual has got different ways to learn. Many learners cannot identify what learning
styles they employ and which learning style they prefer during the teaching and learning process,
whether in the forms of video, audio, writing, or physical movements. When using a text only
full of writing, without realizing what his real learning style is and maybe due to the limited
materials in the form of video, a video type learner who forces himself to learn by using
textbooks, will get bored easily. In this way the uniqueness of this learning style is not
maximally employed by the individual as a learner.
The research is aimed at finding out, do the teacher still aware about the students learning style.
Because on the teachers’ side, the uniqueness of learners’ learning style has not become an
important consideration for most of them. It is necessary for teachers to identify the learners’
learning styles when starting a teaching and learning process because by doing so they can
determine an appropriate method, process, and media.
In order to achieve the objectives of this study, data have been collecting through an online poll
and survey via UNIPARK (http://www.unipark.com) of a group of teachers and lecturers in
Indonesia. This study has been running.
Keywords : Learning Style, teachers’ awarenes, teaching media, approriate media,
A. Introduction of the Research Problem
Every individual has their own way of learning called learning style. Learning style
refers to the ways people behave and feel while they learn (Rothwell & Kazanas, 1992). It is
mentioned that learning style is an innate pattern of an individual or habits of obtaining and
processing information in the learning situation. The core of the concept of learning style is
that every individual has various ways of learning (James & Gardner, 1995). Learning style
is defined as a particular way in which an individual learns, a mode of learning – an
individual’s preferred or best manner(s) in which to think, process information and
demonstrate learning (Pritchard, 2009).
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Although it is mentioned that learning style is an individual’s innate pattern, it stated
in some articles that the learning style can change depending on the learner’s condition. ECA
- European Consortium for Accreditation- (2012) states that “– and in any case the learning
style of an individual can change from time to time” (Anonym, 2012). Barbe & Milone
(1981) and Ramírez & Castenada (1974) in Reid (1987) state that “ learning styles can
change as the child develops “ (Reid, 1987). Talking about the fact that the learning style of
an individual can change, Cassidy and Eachus (2000) point to evidence that indicates that
learning styles change in response to learning environments and that students report using
different styles under different circumstances. (Cassidy & Eachus, 2000)
Many learners cannot identify what learning styles they employ and which learning
style they prefer during the teaching and learning process, whether
in the forms of video,
audio, writing, or physical movements. According to Kolb dan Goldman (1973) everyone
can uniquely develop learning styles which have strengths and weaknesses (Kolb &
Goldman, 1973). Similarly, the understanding of style and preference will sometimes be
gained from the learners’ self reflection on their learning, and at some other time will be
gained by combining their good and bad experiences in learning. Teachers can help them by
observing and advising them as well as challenge them to think about what they like and
dislike in learning (Smith & Dalton, 2005).
On the teachers’ side, the uniqueness of learners’ learning style has not become an
important consideration for most of them. The way how they teach in the class indicates this.
What teachers commonly do when starting to teach in the beginning of the semester is
having an introduction, telling what materials to learn, and directly teaching. The uniqueness
of the learners’ learning styles serve only as knowledge for them, and is not implemented in
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the teaching strategies. Only few teachers start to teach by exploring the information of the
students’ learning styles.
It is necessary for teachers to identify the learners’ learning styles when starting a
teaching and learning process because by doing so they can determine an appropriate
method, process, and media. In the conclusion of their research, Felder and Spurlin (2005)
mention that the index of learning styles has two principal applications. The first is to provide
guidance to instructors on the diversity of learning styles within their classes and to help
them design instruction that addresses the learning needs of all of their students and the
second is to give the individual students insights into their possible learning strenghts and
weakness (Felder & Spurlin, 2005).
B. Literature Review
1. Learning Style
Learning style is defined as a particular way in which an individual learns, a mode of
learning – an individual’s preferred or best manner(s) in which to think, process
information and demonstrate learning (Pritchard, 2009), the ways people behave and feel
while they learn (Rothwell & Kazanas, 1992), every individual has various ways of
learning (James & Gardner, 1995).
2. Learning Style Instrument
To identify the learners’ learning style, a learning style instrument is required. The
application of one or more learning styles instruments will provide them with extra
information that they can use in designing the lessons (Hawk & Shah, 2007). Learning
style assessments are important tools to learn how individuals take in information
(receptive sense) and how information is processed and displayed (expressive sense). Self
knowledge allows an individual to understand and access his/her strongest style for
effective and efficient learning (Trio Dissemination Partnership -- Southeastern Louisiana
University, 2006).
Models of assesing learning styles have been developed and today there are more than
70 schemes of learning style (Coffield, Moseley, Hall, & Ecclestone, 2004)
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3. Learning Theory and Instructional Design
Instructional design is a system of methods for systematically planning, developing,
evaluating and managing the instructional process to ensure that students learn effectively
(Smith & Ragan, 1999).
a. Cognitivism
Figure 1. An Information Processing Model of Learning and Memory
(Smith & Ragan, Instructional design, 1999)
b. Constructivism
In the constructivist perspective, knowledge is constructed by the individual through
his interactions with his environment (Murphy, 1997).
Although there are those who will argue that constructivism does not provide a
model for implementation, numerous researchers, educators and authors are actively
engaged in using constructivist principles to design and implement new learning
environments (Murphy, 1997).
Technology is increasingly being touted as an optimal medium for the application of
constructivist principles to learning. Numerous online environments and technologybased projects are showing that theory can effectively guide educational practice
(Murphy, 1997).
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Figure 2. Constructivisme Learning Environment Using Integrated Teaching Media.
c.
Metacognition Theory
Metacognitive is consciousness about what is known and what is unknown.
Metacognitive strategy refers to a way of increasing the consciousness of the process
of thinking and learning are applied. In this form of consciousness, a person can
escorting his thoughts with designing, monitoring and assessing what is learned.
Metacognition also is defined as "cognition about cognition", or "knowing about
knowing (Metcalfe & Shimamura, 1994).
C. Research Question & Hypotheses
1. Research Problem
Despite the fact that many researchers have shown the effectiveness using of
learning style assessment for enhancing students' performance, there are not many
teachers/lecturers Aware with using it.
2. Research Questions
Does the teacher still care about students’ learning styles ?
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3. Hypotheses Null
Teacher does not care about students’ learning Style.
4. Research Objectives
The research objectives (including the objectives of the preliminary study) are :
a. to find out whether the teachers aware with the students learning style.
b. to reveal till what extent teachers can implement learning style instruments
c. to recognize models of learning styles that employed by teachers
d. to find out the base of the learning style assessment used by teacher
e. to find out when the learning style assessment is conducted by teachers.
f. to show what kind of Teaching Media do teachers use in teaching.
D. Methodology
In order to achieve the objectives of this study, data have been collecting through an online
poll and survey via UNIPARK (http://ww3.unipark.de) of a group of teachers and lecturers in
Indonesia . The questions in the research are divided into the following aspects: 1) Personal
data of the respondents, 2) Teachers’/Lecturers’ understanding, of the term “Learning
Styles”, 3) Teachers’/Lecturers’ understanding of the term “Learning Style Instruments”, 4)
What teachers/lecturers do in the first week of the teaching learning process, 5) Use of
“Learning Style Instruments” by teachers/lecturers, 6) Types of “Learning Style Instruments”
used by teachers/lecturers, 7) Teaching media that are often used by teachers/lecturers.
E. Result
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F. Discussion
-
Waiting for the complete survey
G. Conclusion
-
Waiting for the complete survey
Reference
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