A Study of Learning Style of College Students and Teaching Strategies bases on the Different of Academic Disciplines

• Main Authors: Chia-Tzu Weng, 翁嘉孜
• Other Authors: David Ku
• Format: Others
• Language: zh-TW
• Published: 2009
• Online Access: http://ndltd.ncl.edu.tw/handle/31607794884975833864

碩士 === 淡江大學 === 教育科技學系碩士班 === 97 === The purpose of this study is to investigate the correlation of learning styles of college freshmen based on academic discipline differences, and to understand whether the teachers apply instructional strategies among different academic disciplines matching the learning style of students or not. The results of this study allow instructors to understand the individual differences of students, and provide appropriate guideline of instructional strategies during teaching. The participants are the freshmen in Tamkang Uiversity, including 4692 students in seven colleges, and use on-line Felder and Soloman’s Index of Learning Styles as the instrument to measure the distribution of students’ learning styles. In addition, a purposive sampling was also adopted to select interviewes with the teachers who have received the “Best Instructor” awards and also teach freshmen courses in this semester from each college. The interview results will be compared with the learning styles of the students’ to find out if the instructional strategies matched with the learning style of students. According to the study questions, the results present as following: 1.The overall learning styles of all freshmen in different academic disciplines are quite balance; however, in the dimension of learning sense, visual students are dominate in all the discipline fields. 2.Comparing based on academic diademic disciplines, the preference of learning styles do have differences between them. (1)Learning attitude dimension：Active students in college of foreign language are more than other colleges, and reflective students in college of management are more than other colleges. (2)Learning type dimension：Intuitive students in college of business and science are less than other colleges. In college of foreign language college, intuitive students are more than other colleges and sensing students are less than other colleges. Intuitive students in education college, intuitive students are also more than other colleges. (3)Learning sense dimension：Visual students in college of foreign language are more than others, but in college of liberal arts and management, visual students are less than others. (4)Learning thinking dimension：Global students in college of foreign language are more than other colleges, but sequential students are less than other colleges. Sequential students in college of science are more than other colleges, but global students are less than other colleges. 3.In most colleges, instructors provide some instructional strategies such as demonstration, giving an example, and showing process and procedures, and that seem match with students’ preferences in their learning type and thinking. 4.Due to the course nature and course schedules, some colleges are difficult to arrange to many in course activities, and lecture type strategy is used mostly.They may mismatch with students’ preferences in learning attitude and learning sense. In addition, the relationship between genders and learning styles are also reported. Except the learning attitude dimension, there are significant differences among other learning style dimensions： 1. Learning type dimension：In sensing learning style, female students are more than male students, and in intuitive learning style, male students are more than female students. 2. Learning sense dimension：In visual learning style, male students are more than female students, and in verbal learning style, male students are more than female students. 3. Learning thinking dimension：In global learning style, male students are more than female students.