A SURVEY ON STUDENTS' PERCEPTUAL LEARNING STYLE
PREFERENCES AND TEACHERS' TEACHING STRATEGIES IN RURAL
SECONDARY SCHOOLS IN SRI AMAN TOWN
ZAYEED
IMRAN
BY
BIN HAJI ABDUL
SAMAD
11401
Final Year Project Submitted in Partial of the Requirements for the
Bachelor Degree of Education With Honours (ESL)
Faculty of Cognitive Sciences and Human Development
Universiti Malaysia Sarawak.
2007
Acknowledgement
First and foremost thank to Almighty Allah S.W. T for giving me the wisdom, strength, courage
and patient to complete this project.
I would like to take this opportunity to express my deepest appreciation and thanks to the
following for the help that contributed to the successful completion of this research project.
(a) Puan Ho Ai Ping, my research project supervisor for her patience, guidance, unreserved
investments of her expertise and invaluable help throughout the semesters.
(b) The Pengetua of SMK Simanggang, SMK Sri Aman and SMK ST. Luke, teachers and
in
for
full
this project.
their
and
participating
giving
me
cooperation
students
(c) My friends from ESL III, ESL IV and TESL III who have in one way or another
contributed to my success in completing this graduation project.
(d) All lecturers from Faculty of Cognitive Sciences and Human Development and Centre of
Language Studies, Universiti Malaysia Sarawak for their guidance and support
throughout the entire course.
I also would like to express my deeply gratitude to my family, my parent, my late mother and
faith
for
beloved
their
and patience along the winding
sacrifices, understanding of,
wife
my
journey throughout my whole study time and last but not least to my two children whom
inspired me most and I am deeply indebted with.
111
ABSTRACT
A Survey On Students' Perceptual Learning Style Preferences And Teachers' Teaching
Strategies in The Rural Secondary Schools in Sri Aman Town
Zayeed Imran Bin Haji Abdul Samad
This study aims to identify the perceptual learning style preferences of students in Sri Aman
Town and to what extent this corresponds to the teachers' perception of their students' perceptual
learning style preferences.
The study also attempts to find out to what extent do teaching
different
by
to
teachers
to
cater
students'
used
vary
strategies
learning
language
Bahasa
Melayu.
in
English
and
preferences
perceptual learning style
637 students from 3 rural
secondary schools and 21 teachers, which consisted of 10 Bahasa Melayu teachers and 11
English teachers, were selected as the respondents for this study. The data was obtained through
self-reporting
questionnaires and semi- structured interview.
The findings
revealed that
learning
in
style preferences.
pf
perceptual
major
all
six
categories
students
were
generally,
Apart from that the interview carried out with the teachers revealed that teachers do aware the
diversity of the students' perceptual learning style preferences and to certain extent, the teachers
do varied their teaching and instructional strategies to cater to students' different perceptual
learning style preferences.
iv
ABSTRAK
Kaji Selidik Tentang Preferensi Gaya Pembelajaran Pelajar dan Strategi Pengajaran Guru
di Sekolah Menengah di Bandar Sri Aman
Zayeed Imran Bin Haji Abdul Samad
Kajian ini bertujuan untuk mengesan preferensi gaya pembelajaran, persepsi pelajar-pelajar dan
dengan
ia
sejajar
persepsi guru terhadap preferensi gaya pembelajaran persepsi
mana
sejauh
pelajar-pelajar
mereka.
Kajian
ini juga meninjau sejauh mana strategi pengajaran yang
digunakan oleh guru dipelbagaikan untuk memenuhi perbezaan preferensi gaya pembelajaran
dalam
dan
Seramai
Bahasa
Melayu.
637 orang
Bahasa
Inggeris
pembelajaran
persepsi pelajar,
dan
di
Sri
buah
Bandar
Aman
dari
3
terletak
seramai
sekolah
pendalaman
yang
menengah
pelajar
21 orang guru yang terdiri dari 11 orang guru Bahasa Inggeris dan 10 orang guru Bahasa Melayu
telah dipilih sebagai responden-responden dalam kajian ini. Data-data telah diperolehi melalui
borang soal selidik pelaporan kendiri dan temuduga. Hasil kajian ini menunjukkan bahawa pada
keseluruhannya, pelajar adalah major dalam keenam-enam preferensi gaya pembelajaran. Hasil
kajian ini juga mendapati bahawa persepsi guru terhadap preferensi gaya pembelajaran persepsi
besar
dengan
preferensi gaya pembelajaran
mereka
sebahagian
adalah
sejajar
pelajar-pelajar
persepsi pelajar-pelajar.
mereka
tahu
tentang
Temuduga yang diadakan dengan guru-guru juga menunjukkan bahawa
preferensi
gaya
pembelajaran
pelajar
yang
berbeza
dan
dapat
mempelbagaikan strategi pengajaran untuk memenuhi perbezaan preferensi gaya pembelajaran
persepsi pelajar-pelajar.
V
TABLE
OF CONTENTS
Page
THESIS STATUS CERTIFICATION
APPROVAL
i
FORM
SHEET
11
ACKNOWLEDGEMENTS
111
ABSTRACT
iv
ABSTRAK
V
TABLE OF CONTENTS
vi
LIST OF TABLES
ix
LIST OF ABBREVIATIONS
X
CHAPTER
ONE - INTRODUCTION
1.0
Overview
I
1.1
Background of the Problem
I
1.2
Statement of the Problem
2
1.3
Research Objectives
3
1.4
Research Questions
4
1.5
Significance of the Study
5
1.6
Definition of Key Terms
6
CHAPTER
TWO - LITERATURE
REVIEW
2.0
Overview
12
2.1
Learning Styles
11
2.2
Perceptual Learning Style Preferences
13
2.3
Teaching Style
18
V1
27
2.4
Teaching Strategies
2.5
Studies Pertaining Teaching Style and Learning
Style of English
Studies Pertaining Teaching Style and Learning Style of Bahasa
Melayu
Studies Pertaining Matching Teaching Style With Perceptual
Learning Style Preferences
Studies Pertaining Gender Differences in Learning Style
2.6
2.7
2.8
CHAPTER
THREE - RESEARCH
30
33
38
44
METHODOLOGY
3.0
Introduction
49
3.1
Subject
49
3.2
Students Sample
50
3.3
Teacher Sample
51
3.4
Research Instrument
52
3.5 Procedure of Data Collection
59
3.6 Data Analysis
61
3.7 Data From the Interviews
64
65
CHAPTER
FOUR - DATA ANALYSIS
AND DISCUSSION
OF FINDING
4.0
Introduction
66
4.1
Description of Findings
67
4.1.1
Students' Perceptual Learning Style Preferences
67
4.1.2
Students' Perceptual Learning Style Differences Between Gender
71
4.2
Teacher Teaching Strategies
77
4.3
Conclusion
86
vii
CHAPTER
FIVE - SUMMARY,
IMPLICATIONS
AND
RECOMMENDATIONS
5.0
Introduction
87
5.1
Summary of the Study
87
5.2
Implications of the Study
90
5.2.1
Implications to The Teachers
90
5.2.2
Implications to The Students
92
5.5
Recommendations for Future Researchers
92
5.6
Conclusion
94
REFERENCES
95
APPENDICES
Appendix 1- Students' Sample
100
Appendix 2- The Language Teachers Sample
101
Appendix 3- Students' Questionnaires
103
Appendix 4- Semi-structured Interview for Teachers
109
Appendix 5- Interview Questions for Teachers
110
Appendix 6- Approval Letters From The Faculty
111
Appendix 7- Approval Letter From The Ministry of Education, Malaysia
114
Appendix 8- Approval Letter from The Ministry of Education, Sarawak
115
viii
LIST OF TABLES
PAGE
TABLE
1.1 The Differences Between Learning Style and Learning Preferences
8
2.1 The Respondents Learning Style Preferences
15
2.2 The Respondents Teaching Style Preferences
16
2.3 The Characteristics of Teaching Style
23
3.1 The Enrolment of Form Four Students of Three Urban Secondary
Schools in Sri Aman Town
49
3.2 The Enrolment of Form Four Students by Gender
50
3.3 Total of English Teachers and Bahasa Melayu Teachers
3.4 ChangesDone on the PerceptualLearning Style Preferences
3.5 The Itemized Breakdown of The Questionnaire of the Learning Styles
3.6 Itemized Breakdown of the Teaching Styles Questions
3.7 Perceptual Learning Style Preferences Scale
4.1
Perceptual Learning Style Preferences in Learning English and
Bahasa Melayu
Melayu
Bahasa
in
English
Test
Learning
Sample
Paired
Result
The
and
4.2
of
4.4 Independent Sample t-Test in Learning English and Bahasa Melayu
4.5 Perceptual Learning Style Preferences Between Gender
ix
51
55
55
59
63
69
70
73
75
LIST OF ABBREVIATIONS
ANOVA
= Analysis of variance (unuvariate)
Approx.
= Approximately
df.
= Degree of Freedom
ESL
= English as Second Language
EFL
Language
English
First
as
=
F=
L2
p=
SPSS
Fisher's F ratio
= Second Language Learner
Probability; also the successprobability of a binomial variable
= Statistical Packagefor Social Science
N=
Total number in a sample
r=
Pearson product- moment correlation
sig.
t=
= Significant
Computed value oft test
X
the teacher to match the teaching style to the style of each learner but it is not possible
for the teacher to accommodate the most learning styles preferred by the students
(Reid, 1998). In order to bridge the gap between the teacher and learners learning
styles, the teacher should be aware of these differences. It is felt that that the
mismatch between the learning and teaching style will result non conducive and
inattentive classroom experience.
1.2 Statement of Problem
Teaching style is something multidimensional
and dynamic and research has
shown that each teacher has different styles in teaching. According to Heimlich and
Norland (1994), thought, feeling, action and approach are the aspects that portrait
teaching style. Thus, these characteristic will
influence the teacher in imparting
knowledge to the students and it is important for the teacher to understand this
behaviour and know how to relate them to teaching and learning.
On the other hand, from various studies that have been done, each student has
his or her own unique way in learning. Students learn by visualizing,
hearing,
intuition
because
logically,
(Felder,
Hence,
1995).
memorizing
and
reflecting, acting,
be
teacher
that
this
cannot
assume
able to
students
characteristic,
would
of
unique
learn well by depending on what the teacher believes to be the best. When we look at
facing
from
35
45
Malaysia
to
typical
students,
are
a
a
range
we
classroom
with
our
multiplicity
of learning styles. Thus, it is important for the teacher to identifying the
2
students learning preferences. Though it is impossible to fulfill
each of the student
fulfill
learning
in
her
but
his
the
the
term
teachers
most
of
or
preferences,
can
needs
styles preferred by the students. It is also felt that, by being able to understand and
identifying the students learning preferences and at the same times that the teacher
be
be
the
of
matter
and
able to employ variety of approaches
aware and conscious
can
in
learning
to
the
techniques
optimize
environment.
order
and
1.3 Research Objective
The purpose of this study is to find out the learning-style preferences profile
of students in language learning, which are English, and Bahasa Melayu. It is also
find
language
is
find
it
Lastly,
to
the
teachers
teaching
to
out
style
profiles.
aims
out
whether the teachers' teaching style patterns match the various aspects of perceptual
learning styles of the students in term of method and instructional approaches used by
the teachers and to ascertain to what extent teaching style matches the learning
preferences.
3
1.4 Research Questions
This study is intended to find out:
1. What are the major, minor and negligible
student's perceptual language
learning preferences among Form 4 students in learning English and Bahasa
Melayu?
2. What are the similarities
and differences in perceptual language learning
in
Form
4
students learning English and Bahasa Melayu?
preferences among
3. Are there any differences in perceptual language learning preferences between
genders?
4. What are the most preferred and the least preferred teaching strategies among
the English language teachers?
5.
What are the most preferred and the least preferred teaching strategies among
the Bahasa Melayu teachers?
6. What is the most preferred teaching strategies among the English language
teachers and Bahasa Melayu teachers?
7. Are English teachers' teaching strategies matching the students' perceptual
learning styles?
Are Bahasa Melayu teachers' teaching strategies matching the students'
learning
styles?
perceptual
4
1.5 The Significance of the Study
The significance of this study is to provide a picture of how the students
would like to learn a language, specifically English language and Bahasa Melayu. On
the other hand, as the study highlights whether the teachings strategies matches the
learning style preferences, it might be useful for the teachers to enhance their teaching
and their students learning and at the same time to provide answer of "Why can't
learners learn what teachers teach". In order to meet the diversity of students'
learning style preferences, it is also hoped that the teachers will be able to address the
various learning styles of the students hence, it will improve the performance of the
students and will
ensure more successful teaching of both English and Bahasa
Melayu.
In addition, this study also hopes to contribute to comprehension of the
students' learning style preferences, teaching style of the language teachers and
teaching methods that would be able to address the diversity of the students' learning
finding
indirectly
be
hopes
The
that
the
will
able to reveal
also
researcher
style.
learning
their
teachers
the
style preferences
of
students'
perceptual
are
aware
whether
in learning both English and Bahasa Melayu.
5
1.6 Definition
of Terms
1.6.1 Learning Style
Learning style refers to how we describe the approach which an individual
learning.
involves
in
language
Learning
acquiring
new
or
style
complex manner
use
in processing, storing and recall what they are attempting to learn. It is a stable
individual,
an
of
expressed through the interaction of one's behaviour,
characteristic
strategy and personality as one approaches a learning task (Gardner and Guild 1984;
Brown
1998; Oxford
cognitive,
1989,2003).
Learning style is inherent and is a blend of
affective, perceptual and behavioural elements and also influence by
physiological traits of individual (Oxford and Ehrman 1988 as cited in Oxford 1989;
Reid 1987,1998).
As suggested by James and Gardner (as cited in Brown 1998), there are
three dimensions of learning styles namely: cognitive,
(sensory).
"modality
affective
and perceptual
Perceptual learning styles refer to the preferred sensory channels or
individuals
through
strength"
which
in
their environment.
efficiently
receive and process information
Whereas according to Chitravelu, Sithamparam and
Teh (1995), learning styles refer to the ways a student prefers to go about learning.
6
1.6.2. Learning Style Preferences
Learning style preferences on the other hand, refer to particular kinds of
learning environments such as sound, light and seating pattern, in the amount of
required emotional support. Learning style preferences also differ in term of students'
learning modality where some students are more visual oriented while others prefer to
obtain information through auditory channels (Arend 2001; Dunn and Dunn 1987).
According to Bada and Okan (2001), learning preferences can be defined as the way
students like to learn a language in a particular learning environment.
Hence, based on the definition given by researchers, we can conclude that
learning style is differing from learning preferences. Learning styles are internally
based characteristics which include an array of cognitive, affective and social aspects
whereas learning style preferences refer to the physiological traits that are relatively
stable indicators of how learners perceive and consciously used for the intake and
comprehension of new information
using their
sensory. Table 1.1 shows the
differences between learning style and learning preferences.
7
Table 1.1
The Differences Between Learning Style and Learning Preferences
Learning Style
Learning Style Preferences
1. how we describe the approach which
1. refer to particular kinds of learning
individual use in acquiring new language
environments such as sound, light and
or learning in complex manner in
seating pattern, in the amount of required
processing, storing and recall what they
emotional support (Dunn & Dunn,
are attempting to learn. (James and
1992).
Gardner, 1995 as cited in Brown 1998).
2. Refer to the way how learners would like
2. Learning style is inherent and is a blend
to acquire new knowledge (Reid, 1995)
3. Habitual
of cognitive, affective, perceptual and
behavioural elements and also influence
by physiological traits of individual
(Keffe, 1979 as cited in Dangwal & Mitra
2000; Dangwal and Mitra, 2000; Brown,
1998).
3. Cognitive (Oxford and Ehrman, 1988 as
cited in Oxford, 1989).
For the purpose of this study, learning preferences will be defined as what
like
learn
language
learning
do
to
the
a
students
and
area
of
style
what
way
individual
in
does
the area of sensory
student
an
preferred
particularly
preferences
kinesthetic.
tactile
auditory,
and
as
visual,
such
modalities
8
1.6.3. Perceptual Learning
Styles
Perceptual learning styles which are used to describe and identify the
variations among learners in using their senses to understand, organize and retain
experiences. The perceptual learning styles can be categorized in six categories:
individual
kinesthetic,
learning (Reid, 1998).
tactile,
group
and
visual,
Reid (1987) in her study, she classified the perceptual learning styles into
six categories: visual, auditory, kinesthetic, tactile, group and individual learning. She
indicates the characteristics of learners of the six perceptual learning styles as
follows:
a)
Visual learners
Visual learners learn well from seeing words in books, on the chalkboard, and in
workbooks.
The
learners
remember
and understand
information
and
instructions better if they read them. They do not need as much oral explanation
learn
book.
learners,
They
they
and
alone,
should
can
often
a
with
auditory
as
take notes of lectures and oral directions if they want to remember the
information.
9
b)
Auditory
learners
Auditory learners learn from hearing words spoken and from oral explanations.
The learners may remember information by reading aloud or moving their lips
as they read, especially when they are learning new material. They benefit from
hearing audio- tapes, lectures, and class discussions, they benefit from making
tapes to listen to, by teaching other students, and by conversing with their
teachers.
c)
Kinesthetic learners
Kinesthetic learners learn best by experience, by being involved physically in
information
learners
The
classroom experiences.
remember
well when they
actively participate in activities, field trips, and role-playing in the classroom. A
combination of stimuli for example, an audiotape combined with an activity will
help them understand new material.
d)
Tactile learners
Tactile learners learn best when they have the opportunity to do `hands-on'
experiences with materials. Activities that involve working on experiments in a
laboratory, handling and building
models, and touching and working
with
materials provide them with the most successful learning situations. Writing
help
instructions
them in remember information,
can
notes or
10
and physical
involvement
in class related activities
may help learners understand new
information.
e)
Group Learners
The learners learn easily when they study with at least one other student. They
will be more successful completing work well when they work with others.
They value group interaction and class work with other students, and remember
information
better when they work
with two or three classmates.
The
stimulation they receive from group work helps them learn and understand new
information.
f)
Individual
Learners
Learners who prefer individual learning learn best when they work alone. They
think better and remember information
better when they study alone. They
understand new material best when they learn it alone, and they make better
in
learning when they work alone.
progress
11
CHAPTER TWO
LITERATURE
REVIEW
2.0 Overview
This chapter presents the literatures that are related to learning preferences
and teaching style.
It also includes some studies and discussion related to the
learning preferences and teaching style, gender differences in learning style and the
related studies on matching the learning preferences and teaching style.
2.1 Learning Styles
The term `learning style' is varied and many researchers have investigated
different aspects of learning styles and can be divided into three major categories
which are cognitive learning styles, learning styles and personality learning styles
(Reid, 1995).
In contrast, as mentioned earlier in the previous chapter, James and
Gardner (as cited in Brown,
1998) proposed three dimensions of learning styles
which are perceptual, cognitive, and affective.
Most educators agreed that every individual
learns differently
from one
her
has
his
individual
or
own learning styles. Learning styles may
another as every
simply
mean the ways a student prefers to go about learning
12
(Chitravelu,
Sithamparam & Teh, 1995) or, the ways each learner begins to concentrate on,
process, and retain new and difficult information (Dunn & Dunn, 1992).
2.2 Perceptual Learning Styles
Brown (1998) stated that the perceptual learning styles consist of four
elements which are visual, auditory, tactile, and kinesthetic. On the other hand, Reid
(1998) stated that the perceptual learning style consists of six elements which are
visual, auditory, tactile, kinesthetic, individual and group. For the purpose of this
study, in order to find out the perceptual language learning style among the students
of three rural secondary schools in Sri Aman town, the perceptual learning styles
instrument by Reid (1998) will be used.
According to Elliason (n. d., as cited in Reid 1995), the most obvious problem
in learning style assessment lies in defining what we mean by `learning style'. This is
because the term varied in the literature;
"... often interchangeably with the term cognitive style, effective style
learning
Whereas
learning
strategies refer to the methods
strategy.
or
learner
in
by
(e.
mastering
material
g., review, monitoring
a
employed
practice, negotiation of meaning)".
(p. 19).
13
Hence, because of the varied terminology in defining the term `learning style'
is used and the irrelativeness of the idea of consistency, therefore according to
Elliason (ibid), "there is confusion over what characteristics are the most important in
determining a person's learning style. Various instruments have been used to study
learning style preferences and examples are those by Reid (1987), Kolb (1985),
Christison
(1998), Tyacke (1996), Kinsella
(1995) and Oxford
(1989). Reid's
research instrument is widely used by the researchers in identifying students' learning
styles preferences. Researchers such as Vicioso (n. d. ), Gedeon and Takacs (1992),
Korothkikh (n. d.), Peacock (2001) and Park (2002) had utilized Perceptual Learning
Styles (Reid, 1987) instrument in their studies regarding the perceptual learning style
preferences.
Vicioso
(n. d., as cited in Reid, 1998), in the research on learning style
preferences by using the perceptual learning style instrument with 193 secondary
school students of Instittuto de BUP in Spain as the sample, found that 70% of the
students were kinesthetic, 29% were auditory, 25% were group, 23% were visual,
20% tactile and 19% were individual. From this study Vicioso (ibid) concluded that
because
limited
knowledge
lower
have
tactile
preferences
of
with tactile
may
students
techniques in their educational environment and those students who like group
by
because
they
open
are
and
outgoing
nature.
people
preferences were
14
Gedeon and Takacs (1992, as cited in Reid,
1998), administered
the
in
Budapest,
instrument
138
teachers
learning
training
to
style preferences
perceptual
Hungary. From the study, they found that 29% of the trainee teachers were auditory,
59% were tactile, 38% were individual, 35% were group, 70% were kinesthetic and
49% were visual. The finding revealed that according to Gedeon and Takacs (ibid)
Hence,
English
their
longer
the
are.
auditory
preferences
more
the
students studied
learning
is
"our
that
the
tentative
style
that
auditory
they conclude
assumption
learning
by
developed
have
be
a second
to
especially
when
students
preferences
language or foreign language".
Peacock (2001) on his research with 206 EFL students and 46 EFL teachers of
learning
kinesthetic
found
Hong
Kong
University,
that
major
and auditory were
city
individual,
by
tactile,
the
styles preferred
students whereas
and group were minor
learning styles preferred by the students. Table 2.1 shows the result from the research
done by Peacock (ibid) by mean score on the respondents learning styles preferences;
Table 2.1
The Respondents Learning Style Preferences
Mean
Type
Visual
Auditory
Kinesthetic
Tactile
Group
Individual
12.37
Minor
13.87
Major
14.14
Major
13.08
Minor
11.71
Minor
12.32
Minor
15
On the other hand, the finding for the teachers' teaching style preferences
teaching
the
kinesthetic,
styles preferred
major
that
auditory
were
and
group
revealed
by
the
individual
teaching
the
preferred
by the teachers, tactile and
styles
minor
was
teachers and tactile and individual were fall in the negative preferred teaching styles.
by
(ibid)
by
done
Peacock
from
below
mean
the
Table 2.2
research
shows the result
score on the respondents teaching styles preferences.
Table 2.2
The Respondents Teaching Style Preferences
Mean
Type
Visual
Auditory
Kinesthetic
Tactile
Group
Individual
13.45
Minor
13.73
Major
16.69
Major
9.45
Negative
14.94
Major
8.34
Negative
learning
between
teaching
indicated
finding
and
Peacock's
that a mismatch
he
that
in
failure
learning
this
suggested
to
scenario
overcome
and order
styles causes
learning
identify
the
identify
teaching
students'
their own
style,
the teachers try to
he
from
the
Apart
that
learning
that,
suggested
those
style.
styles and accommodated
favour
it
any
that
balanced
their teaching style so
will not excessively
teacher should
in
information
of
a
variety
learning
materials
and
new
present
and
style
particular
modes and at the same time use a variety of activities.
learning
(2002)
by
done
Park
styles
In a similar research
on perceptual
drawn
learning
in
differences
the
were
sample
styles where
preferences of cultural
from 857 secondary schools students from 20 schools in California which consisted
16