Teaching Learning Styles – Degree of Match Instructions at Secondary Level

Abstract

In Pakistani context, the low proficiency in the English language among school students is due to
inappropriate use of sentence formation, prepositions, noun to verb and verb to known formation in
sentences. Many students are unable to show their views and opinions while using English language.
That is why, the written formats in essays become a most embarrassing, difficult, and challenging
task for them. The basic cause for the students’ poor achievement in the subject of English is linked
with their learning styles and align with teachers’ teaching styles. The result is obviously mismatch
between teaching and learning style. The aim of the current study was to examine possible solutions
of match between teaching styles of teachers teaching to grade 10th in the subject of English as well
as learning styles of students. This study also explored the degree of match in teaching-learning
styles. Studies have investigated that when the learners are aligned with their preferred learning
styles, the learning experiences of the students improved and they feel it pleasure to learn (Ford &
Chen, 2001; Klein, 200; Peacock 2001; Zhang, 2006; & Sarasin, 1999). The studies of Grasha
(1996) showed that different learning styles are linked with different teaching styles. The sample for
the study was selected using multi-stage sampling technique. Grasha- Riechmann Learning Style
Scale [GRLSS] and Teaching Styles Inventory [TSI] were adapted to identify pupils’ learning styles
and teachers’ teaching styles. The data were analyzed using SPSS. The results showed that most of
the teachers at secondary level are unable to match their teaching styles with favorite learning styles
of 10th grader students. The further recommendations were made based upon study results.