Learning Styles Analysis

2.1 Definition of learning styles

The term learning styles can be defined in many perspectives. According to Stewart and Felicetti (1992), learning styles are the educational conditions in which a student is most likely to learn. Every individual is different and so does his or her preferences in acquiring knowledge. In one research journal, Razawi et al. (2011) state that students may have different levels of motivation, different attitudes about teaching and learning, and different responses to specific classroom environments and instructional practices. Hence, learning styles can be explained as the concepts that individuals use in regard to what mode of instruction or study is most effective for them, (Pasher et al.,2009).

2.2 Classification

Hence, teachers are required to possess a high level of knowledge and proficiency in order to conduct an effective instruction in the classrooms. However, in the book “Adult Learning Methods: A Guide for Effective Instruction”, Galbraith (2004) writes that being technically proficient is not enough. Hence, it is appropriate to say that knowledge and proficiency are not the only factors that can affect teaching and learning of the subject matter. The teaching styles of the teachers can also greatly influence the students’ performance in learning. Fan and Ye (2007) as cited in Sulaiman et al. (2011) suggest that the term teaching style originally was first introduced around the 1970s when the teaching and learning styles were starting to draw the attention of researchers and educators for their influence on the quality of teaching and learning. In addition, Galbraith (2004) also defines teaching styles as the overall characteristics, attitudes, traits and qualities that a teacher displays in the teaching and learning encounter. Other than that, the way teachers act or perform while delivering the lessons in the classroom will reflect their preferences in teaching as suggested by Filonova (2008) who describes teaching styles as manners or modes of acting or performing. Similarly, Ashworth (1998) also defines a teaching style as a plan of action that defines the behaviour of the teacher

Direct instruction style falls under the teacher centred approach because the teachers are the main resource of knowledge and information. This style can also be considered as a traditional teaching method because it relies heavily on explicit teaching by the teachers. Basically, teachers will need to lead the students through the learning tasks (Carnine et al., 2004). Next, inquiry based learning is a method that provides the opportunity for the students to explore the knowledge through discovery and hands-on learning. Inquiry based learning can be classified under the student centred approach in which the students play an active role in taking control of their own learning. This method is also claimed to be able to enhance critical thinking ability of the students (Magnussen,2000). Therefore, the role of the teachers is as a facilitator who will only provide assistance and guidance throughout the learning process. Finally, cooperative learning can be defined as a teaching method that emphasis collaborative work among students. Johnson and Johnson (1998) as cited in Felder and Brent (2007) explains that cooperative learning as an instruction that involves students working in teams to accomplish a common goal. This teaching style promotes