SYNOPSIS

On

LEARNING STYLE AMONG PROSPECTIVE TEACHERS

Submitted by
K.MANJUPARKAVI
M.Ed., Research Scholar
Tamil Nadu Teachers Education University
Chennai

RESEARCH GUIDE
Dr. R.BOOPATHI
Assistant Professor
Department of Educational Psychology
Tamil Nadu Teachers Education University
Chennai

Submitted to
Tamil Nadu Teachers Education University
Chennai

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INTRODUCTION

“Live as if you were to die tomorrow. Learn as if you were to live forever.”―
Mahatma Gandhi

Learning Style makes cognitive, affective, physical, or kinetic behavioural

changes according to individual differences and human learning experiences. It refers to an
individual’s method of making sense of new material, commonly done through sight, touch
and sound. Taste and smell, although not as frequently used as the last three, can still be
effective when aiming to solidify ideas in our brain. The four key learning styles are: visual,
auditory, tactile and kinaesthetic. Visual learners prefer to use pictures, graphs and images to
organize and communicate their thoughts and learn best from using flash cards. Auditory
learners prefer to listen, discuss, memorize and debate in class. They learn best from audio
books rather than print ones. Tactile learners learn best by touch and movement—they find
opportunities to take part in demonstrations, writing or building models. Kinaesthetic learners
prefer to use their whole body in the learning process—they use gestures to communicate
ideas and learn best in a hands-on environment

STATEMENT OF THE PROBLEM:

The problem of present study may be specification stated as below:-

“Learning Style among Prospective Teachers”

OPERATIONAL DEFINITION OF THE TERMS

LEARNING STYLES:

Learning styles refer to a range of theories that aim to account for differences in
individuals' learning. Many theories share the proposition that humans can be classified
according to their "style" of learning, but differ in how the proposed styles should be defined,
categorized and assessed.

PROSPECTIVE TEACHERS

Teacher candidates who were enrolled in a Teacher Education program and in their final
year of education.

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NEED AND SIGNIFICANCE OF THE STUDY:

Learning Styles play a significant role in the lives of learners. When students
recognize their own learning style, they will be able to integrate it into their learning process.
As a result, learning process will be easier, faster, and more successful. Another benefit of
identifying learners’ style is that it assists them in solving problems more effectively. The
more successful learners at dealing with their problems, the better they will control their own
lives. Furthermore, understanding learning style helps learners in learning how to learn.
Thereby, learners become more autonomous and accountable for their own learning.
Consequently, learners’ confidence will increase and teachers control over learners will
lessen. At this point, learners become the centre of the learning process and control their
learning while teachers act as facilitators.

SCOPE OF THE STUDY

Learning styles may be useful to help students and educators understand how to
improve the way they learn and teach, respectively. Determining students' learning styles
provides information about their specific preferences. Its main purpose is to identify the
different learning styles applied by the students in their daily encounter inside the classroom
and to proposed possible outcomes.

OBJECTIVES OF THE STUDY:

The present study has the following objectives:

1. To study the Learning Style among Prospective Teachers for total sample.
2. To study the Learning Style among Prospective Teachers based on their Gender.
3. To study the Learning Style among Prospective Teachers based on their Age Group.
4. To study the Learning Style among Prospective Teachers based on their Basic
Qualification.
5. To study the Learning Style among Prospective Teachers based on their Year of
Study.
6. To study the Learning Style among Prospective Teachers based on their Pedagogic
Subject.
7. To study the Learning Style among Prospective Teachers based on their Locality.
8. To study the Dimension wise Learning Style among Prospective Teachers for total
sample and subsamples.

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HYPOTHESES OF THE STUDY

The following hypotheses guided the course of the study:

1. There is no significant difference in different groups (High, Average, and Low) of

Prospective Teachers in Learning Style for total sample.
2. There is no significant difference between Male and Female Prospective Teachers in
Learning Style.
3. There is no significant difference between the Age Group of Below 25 Years and
Above 25 Years of Prospective Teachers in Learning Style.
4. There is no significant difference between the Basic Qualification of Graduation and
Post Graduation of Prospective Teachers in Learning Style.
5. There is no significant difference between First Year and Second Year Prospective
Teachers in Learning Style.
6. There is no significant difference on the basis of Pedagogic Subjects (Language,
Mathematics, Science, and Social Science) of Prospective Teachers in Learning Style.
7. There is no significant difference between Rural and Urban Prospective Teachers in
Learning Style.
8. There is no significant difference in Dimension wise Learning Style among
Prospective Teachers for subsamples (Gender, Age Group, Basic Qualification, Year
of Study, Pedagogic Subject, and Locality).
REVIEW OF RELATED LITERATURE

STUDIES RELATED TO LEARNING STYLE

G.P. SHERRY, VANDNA (2021)

1. Title of the study

A study on “learning style preferences were significantly related to personality types of

prospective secondary school teachers.”

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2. Major objective

To determine the relationship between financial literacy and indebtedness in learning is the
strategy which helps in planning out available tool to learn and it also controls the specific
tasks so that we can learn efficiently.

3. Methodology / Statistical Technique Adopted

The present study investigator selected Descriptive Survey Method to compare Time
management competency among Government and Private Secondary School Students.

4. Major Findings

Found that the results revealed that Prospective secondary teachers of extraversion type
personality seemed to be more inclined towards the use of active learning style than
prospective secondary teacher.

SIMRANJIT KAUR (2021)

1. Title of the study

A study on “Academic burnout in relation to perfectionism goal orientation and learning

style management competency among under graduate students”.

2. Major objective

To Find out the relationship between Academic Burnout, perfectionism goal orientation
and learning style management competency.

3. Methodology / Statistical Technique Adopted

Survey method was adopted for the study.

4. Major Findings

Major findings reveal negative and significant relation of academic burnout with standard
and order dimensions of perfectionism. However, positive and significant relation was
observed between academic burnout and discrepancy dimension of perfectionism.
Moreover, a significant and negative relation was found between academic burnout and
approach related dimensions of goal orientation; a significant and negative relation was
found between academic burnout and avoidance related dimensions of goal orientation.

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 Result of the study also reveals significant and negative relation between academic
burnout and all dimensions of time management competency.

NEUHAUSER (2021)

1. Title of the study

A study on “Impact of various learning style on the Student’s Academic Performance: A

Cross-Sectional Study”

2. Major objective

The aim of the study was to find the impact of time management on the academic
performance of students among the diagnostic radiology technology student at Karadeniz
Technical University, Turkey.

3. Methodology / Statistical Technique Adopted

This study had a cross-sectional survey-based study design.

4. Major Findings

Result showed that the better sleeping pattern and making of to-do list among students for
better learning methods, which could lead to high academic achievement.
METHOD OF THE STUDY
The present study was conducted in using of normative survey method.

MAIN VARIABLE OF THE STUDY

“LEARNING STYLE AMONG PROSPECTIVE TEACHERS”

is the variable of the present study.

DEMOGRAPHIC VARIABLES OF THE STUDY

In this study following demographic variables were selected for identifying of sub samples.

1. Gender (Male and Female)

2. Age Group (Below 25 yrs, 25 to 30 yrs, 30 to 35 yrs, Above 35 years)
3. Marital Status (Married and Unmarried)
4. Basic Qualification (Graduation and Post Graduation)
5. Year of Study (First year and Second year)

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 6. Pedagogic Subject (Language, Mathematics, Science and Social Science)
7. Locality (Urban and Rural)

SAMPLE SIZE

The study was conducted in Tamil Nadu. Tamil Nadu has a vast teacher education
system. Since it is difficult to reach the whole population, the investigator decided to select a
particular district for the selection of sample. Kanchipuram being a native place of the
investigator, also by considering access and convenience Kanchipuram was selected as the
district for selection of sample.

The investigator collected the list of colleges available in the Website of Tamil Nadu
Teachers Education University. Randomly 5 colleges were selected for the data collection.
From these 5 colleges the investigator collected a sample of 300 prospective teachers.

SAMPLE TECHNIQUE

As the study requires representation of sample from different strata, the investigator
followed Random Sampling Technique. The sample selection was done from randomly
selected colleges. Due preference was given to the demographic variables identified for the
study.

TOOL USED FOR COLLECTION OF DATA

The investigator used a LEARNING STYLE INVENTORY constructed and validated by

KARUNA SHANKAR MISRA (2012) for collecting details of Prospective Teachers. In
addition to this, the investigator constructed a PERSONAL DATA SHEET, The copy of
Personal Data Sheet is given as Appendix – I.

STATISTICAL PROCEDURE FOR ANALYSIS

The statistical procedure was done using Statistical Package for the Social Sciences
(SPSS). The relevant statistical indices thus obtained were made use for the interpretation of
data and drawing conclusions.

The major statistical procedures used in the study are:

1. Measures of Central Tendency, Dispersion, Skewness and Kurtosis were

found for the variable for ensuring normality.

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 2. Percentile Analysis was done in order to classify Prospective Teachers in to
Three Groups namely High, Average and Low.
3. Test of Significance of difference between means obtained for comparable sub
samples of demographic variables including Gender, Marital Status, Basis
Qualification, Year of Study, Locality.
4. Analysis of Variance was used between means obtained for comparable
subsamples of demographic variable such as Age Group, Pedagogic Subject.

LIMITATIONOFTHESTUDY

The present study has some limitations; those are as follows-

1. The present study is to conduct only a surface level. It is not an intensive and ‘in-
depth’ study.

2. The study is limited to a sample of 300 students.

3. The study is conduct only in a particular district (Kanchipuram).

4. The study is confined to prospective teachers studying in Kanchipuram district.

DELIMITATIONS

The investigation has following delimitations

1. The study is limited to B.Ed college students in Kanchipuram District only.

2. The study is limited to main variables learning styles only.

3. The Present study has included only some sub samples of learning styles namely
Gender, Age Group, Marital Status, Basic Qualification, Year of Study, Pedagogic
Subject and Locality.

4. Only the B.Ed students from self – financed colleges of education are included in
this study.
MAJOR FINDINGS OF THE STUDY

The collected data were statistically analyzed to realize the objectives of the study. In
that process the following findings have been observed.

1. There is no significant difference in different groups (Very Much, Much, Average,

Less and Very Less) of Prospective Teachers in Learning styles for total sample.

2. There is no significant difference between the Gender (Male and Female)

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 Prospective Teachers in learning styles.

3. There is no significant difference between the Age Group (Below 25 yrs / 25 to 30

yrs / 30 to 35 yrs and Above 35 yrs) of Prospective Teachers in learning styles.

4. There is no significant difference between the Marital Status (Married and

Unmarried) of Prospective Teachers in learning styles.

5. There is no significant difference between the Basic Qualification (Graduation and

Post Graduation) of Prospective Teachers in learning styles.

6. There is no significant difference between the Year of Study (First Year and Second
Year) Prospective Teachers in learning styles.

7. There is no significant difference on the basis of Pedagogic Subjects (Language,

Mathematics, Science, and Social Science) of Prospective Teachers in learning
styles.

8. There is no significant difference on the basis of locality (Urban/Rural) Prospective

Teachers in learning styles.

9. There is no significant difference in Dimension wise (Enactive reproducing,

Enactive constrctive,Figural reproducing, Figural constructive, Verbal reproducing,
Verbal constructive) Learning styles among Prospective Teachers for subsamples
(Gender, Age Group, Marital Status, Basic Qualification, Year of Study, Pedagogic
Subject, Locality).

SUGGESTION AND IMPLICATION OF THE STUDY

1. In my opinion, to understand learning style is important for students as well as for

teachers. For students, if they learn what type of learner they are, they can have a
clearer picture of the learning process, and more consciousness of learning.
2. With more consciousness of learning style, they may understand why they feel
comfortable in learning one aspect while uncomfortable in learning another. And they
will know what they are good at and why they lag behind others in learning.
3. Thus they can adjust or modify their learning a little to the learning setting or teaching
methods. Most importantly, they can decide to take their learning strategies on the
basis of their learning style and analysis of their weaknesses and strengths.

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 4. Learning strategies have more relation to the academic achievement than learning
style. Besides, they can set practical learning goals suitable for themselves. For visual
learners, they may become good readers. For auditory learners, they may become
good at speaking and communicating.
5. Learning style is more or less fixed and it is not easy to change one's learning style as
one cannot easily change one's personality, habit, or cognitive style. In this sense, it is
more important for teacher to understand the theories of learning style and to get to
know the students‟ learning style.
6. It is the varied learning styles in a classroom that make the teaching difficult. On the
basis of this, we have to adapt different teaching methods and we have to find out a
balanced teaching approach. But firstly of all, we should make a survey to identify the
learning style of our students.
7. Based on the result of the survey, we will determine what the most popular learning
style in that particular class and what are the least popular style in this class. We can
grade them.
8. Our teaching methods will cater to the differences of learning style. On the other
hand, we can put students of the same or similar learning styles into one class and this
will make teaching more student-oriented and easier to handle.

CONCLUSION

To conclude, Robert Gagne's conditions of learning theory holds that different

learning or tutoring is required to obtain different educational outcomes. Moreover, the
events of instruction act on the student in ways that institute the conditions of knowledge
acquisition.
Learning objectives act as guideposts for both you and your students. They
can help direct your instructional choices both as you design the course and as you teach it,
and they show students the tangible knowledge and skill sets they will gain from your course.

In conclusion, learning theories play a fundamental component in many

aspects of life. The ability to develop an understanding of these theories can positively
influence the way individuals choose to undertake a learning task.

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