The Main Research Problem
Basically, the study is based on the integral need for a proficient learning platform. Indeed, the author provides an assertion that has been created based on the understanding of both the theoretical underpinning of policy frameworks associated with the learning processes and styles. This is a concept developed amidst prevailing diversified literature which has incorporated different contextualized theoretical mechanisms. Indeed, this style and approach is perceived to be highly problematic towards educational practitioners with regard to the effectiveness of planning matters pertaining to personalized learning prospects.
However, owing to the enhanced reputation of educational popularity with regard to the learning styles, the extensive scope of literature has also been established such as the varied thematic inferences pertaining to the cognitive styles and multiple approaches to acquired intelligence, mechanisms of earning among others integral concepts of learning. Indeed, various studies have been carried out based on the subject which has identified numerous elements of education but there has been very little evidence of existing information on the effects of conceptual aspects they examined. Indeed, the intricacy of this area of leaning therefore creates a major problem on the practitioners in the identification of the most appropriate models that complements their needs amicably. According to the author, majority of researches in the past three decades have been established based on the higher learning segment or else the environment of working which secludes further education institutions. This aspect creates a conspicuous problem on the teaching fraternity based in the further education institutions who are craving for best practice in the long learn.
Justification of the Study
As mentioned earlier, the author has justified this study most exclusively. For instance, the author points at the exclusive deficiency of research focusing on the Further Education sector which has made the teaching staffs highly susceptible to challenges of furthering their abilities and scopes in teaching. This makes the study one much needed in order to facilitate the advancement of scope and preferential treatments of the persons in the sector. Indeed, on praising the approach taken in this research, the author further acknowledges the essentials of enhancing students’ awareness of their specific strengths and weaknesses as potential recommendations for manipulation in the learning styles towards discovering education and establishing an open debate on the study skills. Indeed, this study provides a room for the establishment of concrete debate regarding matters of learning styles in broader perspectives. As an integral approach, this study was found exclusively important as its predecessor researches were mainly based beyond psychological concepts or even smaller samples with premature approaches where advice against educational interventions was based primarily on the learning style mechanisms. This instance makes the study exclusively important for this specific instance.
Purpose of the Study
This study is very essential in the field of education. Primarily, the study was undertaken in order to shed lights on the aspect of educational styles and approaches that had been earlier disregarded at the expense of the further educational teaching staffs aiming to excel. Indeed, the study also provided research highlighting the advantages and disadvantages of different learning style theories which other studies before failed to provide. In particular, other studies essentially had failed to indicate the preferential benefits accruing to the teaching activities based on the available styles of teaching. In essence research showed that while students may propose their own areas of preference with regard to learning styles, such may not necessarily be the most effective approach for them provided for in the self-report methods adopted by majority of learning style inventories before.
Indeed, this research study creates a critical difference between the essence of captivating what students do based on their own scale of preference in the context of learning and what is essentially critical to enhancing their understanding of different concepts in learning. Indeed, this study seeks to bridge the gap created in the students approaches which makes them highly prone to dissatisfactory methods of learning where student might be explicitly aware of the their particular preference in learning but never be in positions to associate the teaching approaches or even provide inaccurate responses to inventories. This study is therefore very essential in creating a substantial students proficiency in defining their own learning culture which also enhancing the entire learning process in the presence of their teachers.
Exemption of Qualitative Approach for Quantitative in the Study
Essentially, this research is based on a profound context of contradicting inferences drawn from earlier research. Consequently, there has been a wide range of qualitative reports based on the prior studies on the topic which has created a modality of low affinity for the learning styles to play a prime role in defining the contextual capacity of teaching in drawing imperative difference among learners. In this regard, the choices of quantitative approach in this study is very significant as it provides a solid anchor in which difference between earlier inferences on learning styles and the current situation is stricken. In essence, the quantitative approach in this study assists in assessing efficiency in the absolute modality testing and teaching processes as far as substance and styles are concerned. This role is effectively achieved through affirmation by virtue of the qualitative data proof that could have otherwise been prematurely drawn through mere inferences if qualitative approach was used instead.
Theoretical Perspective of the Study
Theories are essential elements that create insights in the understanding of the essential role of imparting knowledge concerning a given concept based on the indirect facets of a concept. In this regard, while this study does not depend exclusively on the theoretical approach, it has employed a considerable theoretical inference into the topic in order to facilitate understanding. In particular, the study used the theory of the Gardener’s Multiple Intelligences. In this case, the theory provides a wide range of proposition not necessarily based on the learning styles but effectively fitting in the context of the learning styles. In essence, the Gardner proposes that there are seven distinct intelligences which individuals own at different levels. This means that there is a wide range of ways of creating concepts towards learners.
Nevertheless, the theory does not recognize the focus of education pertaining to the linguistic proficiency and logical mathematic thus creating an insight that virtually all students distinct and therefore have different levels of intelligence and therefore warranting a teaching approach that embraces inclusion in its curriculum. Indeed, the categories of intelligence as proposed by the Gardener therefore entail such features as logical mathematics intelligence and linguistic intelligence. However, there are other multiple sets of intelligences proposed by the Gardner which may include spatial intelligence and personal intelligences. In applying this concept to education, Gardner proposes individual intelligence ought to be evaluated while at the same time identifying the regarded skills for a given topic (In Shaw, 2010).
Another critical proposition of this theory asserts that the specific educational programs should be confined to a single referenced category to one another. To achieve the latter, teaching approaches must be complemented with the learning styles and modalities used in addressing a particular topic which should entail a minimum of five different ways in order to ensure that learners are able to access information needed. In essence, this theory provides an absolute opportunity for the personalization of the learning process despite the fact that practical modality of the application of these concepts in a class setting does not appear clearly. Nevertheless, majority of the teaching fraternity are required to consider all levels of intelligences while constituting their respective lesson plans.
Research Question and Objectives or the Hypothesis
In any research, there are certain preferential aspects that are established as guidelines to the undertaking of the actual research activities. Indeed, these aspects are critical for the budgeting in terms of costs as well as predicting the outcomes of the research based on the desired outcomes in resolving a particular problem at hand. In this regard, these elements include research questions, objectives and the hypothesis all of which are established on the basis of the topic under scrutiny. The research questions for this research are as follows:
- Is there a need for having a focus on the application of learning style theories in the formal senses?
- What are the pedagogical techniques that could be used in fostering good practices in learning?
- What are the types of differentiation received by the different learning styles and abilities?
These questions formed the backbone for the analytical findings of the study in order to establish a solid perspective through which the learning styles and techniques may be inferred. In this regard, the research would seek to provide responses to these questions as far as their legitimate assertions are concerned. On the other hand, the main aim of this research was to establish the students learning styles in order to produce an effective lesson planning that would suit diverse approaches to learning.
One of the discrete hypotheses that the author uses is that the use of different learning styles is responsible for the increased scores among students. This proposition may be proven right or wrong depending on the end of research findings.
Relationship between the Theory and the Research Questions, Objectives or Hypotheses
While the research has been interconnected along the lines of its analysis, the theory is provided as a preferential mechanism for addressing the topic at heard or providing a theoretic response to the research questions. In essence, the theory has been geared towards providing an insight to the response on the learning styles in defining the learning process. In this regard, the theory provides an explanatory response to the research question and sheds light to the truthful or wrongful assertion drawn from the hypothesis as a conclusive statement prior to the undertaking of the actual research. On the other hand, the theory is mainly used to create a platform towards resolving the problem identified for research in the study based on the desired findings as defined by the research objectives (Chandra & Sharma, 2013). In this regard, all the four elements are closely interconnected and are mutually used in creating a conceptual resolving of the problem at hand as the main pillars for perpetuating the analysis.
Measurements
Primary Concepts/Variables in the Study
Essentially, for any research to be undertaken, the identification of the variables included is very essential in order to define their relationships in resolving the problem under analysis. In this regard, the concept of classroom teaching was extensively considered for analysis. In this regard, the idea behind the analysis understood of the learning process amidst severe challenges in bridging the knowledge gap between the teachers and the learners. As a matter of fact, the learning process is mainly considered as critical to the establishment of a well molded professional but the existence of different learning styles defines the end products and may dictates the resultant perfectionism of the learning process at large. In order to promote understanding, the study was primarily based on the theoretical concept that dictates the level learning process based on the particular adopted learning styles among a group of learners who are particularly endowed with distinct capabilities and levels of intelligence.
In this regard, the conceptual framework that the research focused on is the understanding of the learning process. Besides, the study also focused on the approaches to learning which the teachers use in introducing certain concepts to their learners. Indeed, the concepts of linguistic skills and logical mathematics have also been perceived as exclusive facets that determine the understanding of various concepts in a classroom setting based on the traditional models of learning. Besides, the research also focuses on the concepts perpetrated through diverse sets of researches such as the research by Denig, 2004 which contrasts sharply with the findings by Slack and Norwich, 2007 with regard to the impacts of congruence between teaching and learning styles.
On the other hand, the author points at different variables in the study which includes, teachers, learners, learning styles, and teaching methods among others. These aspects are critical in defining the optimal roles of learning in the dispensation of learning processes among individuals without the indulgence of multiple sets of vested interest among either learners or the teaching staffs. In essence, the understanding of the effect of teaching process to the effective learning styles is essential in promoting the entire processes of learning besides leveraging the process of teaching whose ultimate goal is to promote high level of understanding among the learners.
Some of the different variables that were used includes Gardner’s Multiple Intelligence theoretical framework and the Honey & Mumford’s learning style questionnaires which were both dependent on the support base of the students in the class since the classes were defined by high level diversity. Indeed, the two models were conspicuously divergent and mutually contrasting in order to accommodate the overstretched needs of the students while mitigating incidences of biasness. The two models were also chosen in the sense that they are exclusively useful in the UK classes’ settings for different evaluations. In order to verify the validity of the provided data, the research study conducted both a pre-intervention undertaking and a supplementary post-test evaluation and the variance worked out based on the change in the mean score values. This measure was ideal for ensuring minimal deviation as a proficient confirmation of validity while gross variation would not only indicate invalidity but also potential biasness in the process.
Research Design
In particular, the author was interested in defining the role and congruence between the learning styles and the teaching styles in the context of classroom teaching. As a result, the author chose a 2 by 2 mixed design for measuring the impacts on the test scores prior to and after the teaching via differentiation through differentiation by ability capacity and the learning styles. Consequently, the study resulted in the creation of lesson plans and materials focused to each of the lessons while ensuring that each task bore a similar challenge level while similar skills were reached out when exposed to similar conditions.
In this approach, all the lesson were planned before the period of experimentation in order to ensure that the learning styles used or the Gardner’s intelligences were presented equally besides the critical alignment of each tasks to the preferences as per the suggestion drawn from previous research on the topic. In addition, the scheme of work was also drafted in order to ensure that the two models were equally presented in alternate lessons. This ensured that all the lessons were varied and highly inspiring. Eventually, the move would create a solid platform upon which the findings would be considered valid. The processes and methodologies of undertaking any research are considered essential in ascertaining the validity or the invalidity of the research findings.
Threats to Internal and External Validity
Basically, the validity of these research findings is anchored on the optimal analysis of both the theoretical models pertaining to both teaching and learning processes. However, through the inclusion of contrasting views on the research findings based on a common issues such as the impact of learning styles and the teaching style may create room upon which biasness can be grounded. In essence, before the interventions, the study involved 11 students within the bracket of differentiation by virtue of ability group and another group of seven in the context of differentiation by teaching style groups which reported their particular learning styles primarily on the basis of Gardeners theory demonstrating the incidences of the multiple intelligences. However, only a group of four students could eventually state the Gardner’s multiple intelligences as one of the main instrument used while only two students referred to other methods.
In essence, from the earlier findings Gardner theory provides a murky understanding of the conceptual framework as appertains to the relationship between the learning styles and the teaching styles. As a result, the high dependence of the study on the practical manipulation of the theory into proving beyond reasonable doubt if possible would create a conspicuous dent in the credibility of its findings. This aspect would also draw considerable doubts in the sense that it would result in non-supportive assertions based on the low abiding school of thoughts adopted in the research. This would eventually delineate the findings from being considered valid from multiple external sources although the internal validity may still hold.
Sampling
The sampling technique used to draw a meaningful population of the study variables is essential as it may dictate the validity of the findings based on the framework of evaluation that is adopted towards problem being evaluated as from the population. Every sample used must be an effective representation of the entire population often taken as one third of the population wherever possible. In essence, this study adopted a sampling technique that was considerably small that the outcomes were generated principally based on the short-term improvements while the actual validity of the inventories was not evaluated.
Target Population Appropriateness of the Population
In essence, the author focused to studying a student population based in a school environment which would provide an avenue for mutual analysis of both earning and teaching preferences and their impacts on the learning process. Essentially, the author focused to studying student population ranging between 17 and 19 years old. The student fraternity that accepted the invite for participating in the research study were 33 in number drawn from two different but similar in coverage classes from Northwest England. However, in the actual study, five students were isolated and did not participate in the study due to their absences in class for performing the tests.
This issue implies that the study was strictly based on the actual findings of the test and therefore promoting the validity of its outcomes. In essence, the students were taught by their own ordinary teachers in line with their particular timetables which they had been using before or in ordinary circumstances across the entire stretch of three weeks in which the experiment was running through. This also was supplemented by a strict follow up of the A-level specifications in preparation for the A-level examinations. Within the sample, there were 12 male students and 21 female students with average target scores between grade A and C. However, at the time of experimentation, 10 male and 18 female students took part in the study.
Before the study, the performance grade ranged between grade A and D where it was found that there was a similar achievement and gender split in across the two classes to ensure validity of the outcomes using the same category of students groups as the potential independent variables. In this regard, the sampled population was drawn from a pool of students taking further education in a North-West England based institution that comprised of both sexes and drawn from different classes. This sample therefore provided a relatively efficient representation of the population of individuals drawn from the Further Education institution of learning which the main focus of this study is. In essence, the population that was involved is very essential in the sense that it would provide a concrete understanding of the intended response of the entire group given a situation that they are aggregately involved in a study. The 28 students involved in the study out of the 33 was a good representative sample.
Sampling Technique
In the collection of the sample for the participation in the study, a random sampling technique was used. In particular, the student fraternity was drawn from two classes randomly consisting of a total of 33 students. Eventually, five of them did not partake in the actual testing based on random condition while the rest-28 students- undertook the test both in the pre- and in the post intervention analysis levels. Furthermore, the students categorization was also done randomly with the student differentiation by style of learning comprised of 16 members while the differentiation by abilities entailed 17 students as per the conditioned perspective of the initial sample.
Implication of the Random Sampling on the Findings
Essentially, the sampling technique resulted in students of varied abilities. These students were further categorized into two groups and there results during the post-test level of analysis both showed an improvement. Random sampling was ideal in eliminating biasness on matters pertaining to the students ability and therefore essential in drawing concrete conclusions that the teaching styles had a direct impact on the learning among student regardless of their respective abilities and further that students performance can be reinforced on the basis of the technical approaches used by the teaching staffs applicable for all categories of learners. This approach therefore enhanced the credibility of the findings and resultant straightened validity. In this regard, external validity may however result from the students locked out of the study which comprised of five as well as the involvement of higher number of female participants relative to their male counterparts. As a result, this issue would generate sentiments on gender considerations and thus, the validity question of the results.
Data Collection Method
Although the different variables of a study are very essential in resulting to a an acceptable or valid study outcomes, the data collection techniques is highly very important in enhancing the proficiency in encoding the right data and storing it for the preserves of future analysis. In essence, the collected data is subject to different interpretation but mainly based on the required finding. While there are lots of data that can be collected from a single study, many researchers tend to concentrate mainly on the data that tends to provide a solution to their current problems while answering the pertinent questions of analysis (Nilson, 2010). In this regard, this study employs data collection techniques of questionnaires. Questionnaires were drafted differently depending on the needs of the researcher.
The pre-intervention and post-intervention questionnaires were useful in collection data regarding the impractical effect of teaching styles o the learning styles and the preferential role of teaching styles on the learning styles of students respectively. In particular, the Mumford’s Learning Styles questionnaires were used in promoting the prospective gains in the imparted skills and competences courtesy of improved teaching styles and therefore issued after the experimentation period of three weeks. Observation of the general trend was also a major data collection technique which assisted the researcher to draw some critical conclusions. For instance, due to the preferential understanding of the presence of challenges of conducting real empirical research in this field, the researcher made an observation that the learning styles adopted are merely one part of an effective teaching or learning at large.
Advantages and Disadvantages of Using Questionnaires & Observation Methods
Advantages
While undertaking the research using the questionnaires, the researchers are able to capture all the data needed in resolving the problem at hand. Besides, researchers have a roughly important time to plan and effectively execute their particular study through a pre-designated extent that can be regulated according to the desire of the researcher. This virtue enables the researcher to clear away any form of distractions that may alter the intended outcomes of the research. In addition, questionnaire also helps in minimizing the number of personnel required in undertaking the actual research compared to other approaches such as interview (Turabian, 2007). This virtue does not only save time but also resources that could be associated with travelling and other basic expenditures. Questionnaires create an avenue for the establishment of concrete data regarding the topic under study. In this case, the students are confined to providing information that is directly responsible for resolving the problem at hand. On the other hand, observation method is also essential in the sense that it enables the researcher to collect some of the essential data that could have otherwise been omitted in the preparation of the Questionnaires or otherwise discrete in the hypothesis (Jha, 2008).
Disadvantages
Although Questionnaires are effective means of data collection, they may result in hampering the prospective mechanism of data collection through limited data collection. This implies that the respondents are confined to providing data that features in the questionnaire only. This aspect implies that the respondents are prevented from providing other essential data that may promote the resolution to the problem. For instance, the students may be hampered from providing information that pertains to other factors that contributes to ineffective earning apart from the teaching approaches used by their tutors. For instance, lack of concentration may be as a result of social distress among the students while other may result from low self-esteem which might not be captured in the questionnaire (Welman & Huysamen, et al. 2005). Besides, the questionnaires may also contain some of the information that is vague to the respondent. Due to their impassive nature, the respondents end up recanting their responses thus limiting data collection. Observation is also disadvantageous as it lack efficient storage facility and depends mainly on memory (Kothari, 2004). As a result, the researcher may end up forgetting and therefore loosing important data for their respective studies.
Data Analysis
The study employed a quantitative approach. In particular, the study undertakes a pre-intervention analysis and the post-interventions analysis. This method of analysis was based on the findings prior to interventions and after the interventions in line with the anticipated outcomes. As a result, the learning styles before the interventions and after the interventions were focused on. Similarly, the level of enjoyment and usefulness of the activities was also contextualized to infer the effect of the interventions on the learning styles of the groups. Basically, the ratings on differentiations by abilities and differentiations by learning styles were some of the statistics used in the study. In addition, the mean test scores and standard deviations from the latter categories were also analyzed and a graph drawn for visual assistance in understanding the impact prior to the interventions and after the interventions.
Results
Finally, the research closed at the analytical findings on the influence of the Gardner’s Muti-intelligences. In this regard, the primary evaluations indicated a scenario of musical intelligence as dominance intelligence in both groups before the interventions. Following the undertaking of the intervention, the differentiation by virtue of the learning style group indicated advanced development in the understanding of the optimal purpose behind the adoption of learning styles in education. Some of the students posited that the styles were aimed at supporting the learning of different people based on their personal differences based on different attitudes towards learning. In essence, this study revealed the essentials of learning styles amidst different teaching approaches.
References
In Shaw, I. (2010). The SAGE Handbook of Social Work Research.
Turabian, K. L. (2007). A manual for writers of research papers, theses, and dissertations: Chicago style for students and researchers. Chicago: University of Chicago Press.
Kothari, C. R. (2004). Research methodology: Methods & techniques. New Delhi: New Age International (P) Ltd.
Chandra, S., & Sharma, M. K. (2013). Research methodology. Oxford: Alpha Science International Ltd.
Welman, C., Kruger, F., Mitchell, B., & Huysamen, G. K. (2005). Research methodology. Cape Town: Oxford University Press.
Jha, N. K. (2008). Research methodology. Chandigarh: Abhishek Publications.
Nilson, L. B. (2010). Teaching at its best: A research-based resource for college instructors. San Francisco, CA: Jossey-Bass.
