International Journal For Multidisciplinary Research

E-ISSN: 2582-2160   •   Impact Factor: 9.24

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Learning Styles Preferences among the Students

Author(s) Shuvankar Madhu, Dibyendu Bhattachryya
Country India
Abstract Learning styles are determined by how individuals approach learning, understanding, and remembering information. This study discusses several studies that examine students' learning style preferences. From the studies, it appears that students prefer different learning styles. Recognizing and taking into account these different learning styles can help educators better understand their teaching methods to meet the needs of individual students, resulting in a more inclusive and effective learning environment. The study conducted in this paper is based on a qualitative research approach using open-ended questionnaire to understand the learning attitudes and preferences of high school students. The results show that students primarily prefer four learning styles: self-supportive, Contextual, associative, and collaborative. Each learning style reflects certain characteristics and preferences, such as independence, comfort in a familiar environment, a need for structure and guidance, and a preference for group activities. In summary, this article highlights the importance of recognizing and accommodating students' different learning styles in educational settings. It provides valuable information for educators to effectively adapt their teaching methods to ultimately improve students' learning experiences and academic outcomes.
Keywords learning styles, inclusive learning environments, learning preferences, self-supportive, Contextual, associative, and collaborative.
Field Sociology > Education
Published In Volume 5, Issue 1, January-February 2023
Published On 2023-01-26
Cite This Learning Styles Preferences among the Students - Shuvankar Madhu, Dibyendu Bhattachryya - IJFMR Volume 5, Issue 1, January-February 2023. DOI 10.36948/ijfmr.2023.v05i01.9015
DOI https://doi.org/10.36948/ijfmr.2023.v05i01.9015
Short DOI https://doi.org/gs4xnb
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