Differences between Learning Styles in Professional Courses at University Level
Zebun N. Khan
DOI : 10.3844/jssp.2009.236.238
Journal of Social Sciences
Volume 5, Issue 3
Problem statement: As shown by research studies, knowledge of learning styles of students on the part of teachers is helpful in enhancing effectiveness of teaching-learning process. The present study was conducted to study and compare learning styles of students pursuing different professional courses at the university stage. The ultimate purpose was to facilitate learning in professional education in Indian conditions by way of improving learning styles of learners. Approach: The sample consisted of 200 students studying in B. Tech., MBBS, LLB and MBA courses selected from Aligarh Muslim University Aligarh, India, by using cluster sampling method. For measuring learning styles, Honey and Mumford’s Learning Style Questionnaire (LSQ) was used which was considered appropriate in terms of its validity and reliability. For analyzing data Student’s t-statistic was applied which is useful for comparing mean scores based on two groups at a time. Results: The students pursuing various professional courses were compared on four dimensions of learning styles, namely, activist, reflector, theorist and pragmatist. The study led to some useful conclusions. It was found that B. Tech. and MBBS students differed significantly on reflector and theorist dimensions and those of M.B.A. and B. Tech. also differed on the same dimensions. The students of LLB and MBA differed on activist and theorist dimensions while students of MBBS proved better than those of MBA on activist reflector and theorist dimensions. The students of LLB and B. Tech. and those of LLB and MBBS, also differed significantly on the same dimensions. The students of LLB and MBA did not show significant differences on any aspect of learning style. Conclusion: The findings of the study provided, useful guidelines to teachers of all professional courses to improve their teaching styles. They should devise their teaching strategies in such a way that students of varying learning styles may take their full advantage.
© 2009 Zebun N. Khan. This is an open access article distributed under the terms of the Creative Commons Attribution License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original author and source are credited.