The learning styles of teacher colleges' students as determined by the Lassi questionnaire

[摘要] This research was undertaken to study the learning styles of teachercolleges of education students and the effect that these learning styleshad on their academic performance. This was done by means ofliterature and empirical studies. Data was collected by administering a questionnaire (LASSI), gettingexamination marks to calculate the percentage pass of students andby a review of related literature. The findings of the literature reviewshowed that students use varied styles of learning. Kolb (1984:77-78)for example, refers to his learners as accommodators (learning byconcrete experience and active experimentation), convergers (abstractconceptualisation) divergers (from concrete experience to reflectiveobservation) and assimilators (learning by abstract conceptualisationand reflective observation). Dunn and Griggs (1988:64) indentifieddifferent learners as idealists, analysists, realists, pragmatists andsynthesists. Results of the empirical study revealed that the collegestudents used a realist learning style. The realist learns by seekingempirical facts, expert opinions on current needs, is solution seekingand likes concrete results. Their percentage pass was low. This is anindication that the type of style (realist) they use does not bring aboutsuccess in their learning. The researcher, therefore recommendes that educators should guidestudents on the use of all study strategies as these determineacademic success. They should also provide affective and socialeducation and a motivating learning environment to learners as thesehave an effect on learning styles.To the students, the researcher recommends that they should assesstheir study strategies, accept and use even those they are not familiarwith, to maximise their learning and achievement.

[发布机构] University of the Free State