Teaching Methods Educational Research Exploring Essay

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However the effects of style on performance are contingent on the nature of the task. For example visual learners are likely to perform better on pictorially-based tasks than on verbal-based tasks. There is no significant correlation between intelligence and learning style. However reach indicates that academic achievement was positively correlated with a strategic approach to addressing learning styles and negatively correlated to an apathetic approach. Learning style was also found to correlate significantly with other academic performance related factors such as self-efficacy and academic locus of control (Cassidy, 1999).

Conclusion

A style of thought is a preference for using abilities in certain ways. Sternberg and Zhang (2005) point out that learning styles have certain general characteristics. First of all styles are preferences, not abilities. There is a difference between how creative a student is (ability) and how much the student likes to be creative (style).

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Styles are not "good" or "bad," but rather matters of fit between learner and teacher or learner and material. What one teacher considers a good style, another may consider bad, and vice versa. Students do not have one fixed style and differ in strengths of stylistic preferences. Styles can vary across tasks and situations and students can and do, vary their styles, at least somewhat, to fit what they are doing. Furthermore, some students strongly prefer certain styles while others have only weak preferences. Students also differ in stylistic flexibility, some easily can switch among styles others cannot. Thinking styles are socialized, they are learned through interactions with the environment. It is imperative to understand that individuals have a variety of learning styles in order to design curriculum and materials that meets the needs of all learners......

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