Matching Teaching Pedagogy with Learning Styles of Students- Insights through Literature Review

Abstract

Abstract:earning styles/preferences have been an area of discussion in conferences as well as journals. Literature is rich with learning theories, different learning/cognitive styles given by various researchers. All of these elicit one common fact that individuals learn differently. Since individuals learn differently, would it be a valid point that teachers should teach different kinds of learners differently. This is what is known as Matching Hypothesis. Viewpoints of various theoreticians for matching hypothesis have been objectively discussed. Pedagogical implications for administering learning style inventories in educational institutions have been cited here. Primary research conducted by various researchers has been cited in this paper. Apart from this, with specific emphasis to NLP that suggests three learning sub-modalities-VAK (visual, auditory and kinesthetic), recommendations have been made for these three types of learners for optimum learning.

Instructional Mode: A Better Predictor of Performance Than Student Preferred Learning Styles

“…Some have argued for what is known as the Matching Hypothesis in that differences in learning styles exist and that teachers should teach different kinds of learners differently (e.g. Thakur, Vij, & Shri, 2017). The link between learning styles and learning is also evident and has also been empirically investigated.…”

Graphic Organizers in an Online Learning Environment: Its Influence to Students’ Cognitive Load and Knowledge Gain

“…According to Ezzeldin (2017), utilizing graphic organizers to construct a structure of prior knowledge assists students to fine-tune their brains for the subject they are going to learn. In additionally, visual organizers provide cues that assist students in retrieving previously stored knowledge (Gunel et al, 2016;Nam & Cho, 2016;Thakur et al, 2017). As students studied by reviewing previously stored knowledge in a spatial fashion utilizing an earlier studied graphic organizer, they were able to recover material that had been committed to memory thanks to the graphic organizer.…”

“…Students who learn content with visual organizers do not focus on generating accurate correlations or memorizing certain conceptual truths. Rather than that, the emphasis is on the linkages between facts in larger groups and the connections between ideas (Gunel et al, 2016;Nam & Cho, 2016;Thakur et al, 2017). Furthermore, according to Knoll et al (2017), by splitting and organizing new stimuli into specified segments, graphic organizers are efficient educational aids for supporting students in refining their perception of stimuli.…”