Do different learning styles require differentiated teaching strategies?

Abstract

The purpose of this study has been that of identifying the categories of teaching strategies that lead to the best academic outcomes for students having a certain learning style. We used five categories of teaching strategies along two Educational Sciences classes in one semester. A sample of 85 pre-service primary and pre-school teachers participated in the study. Data was collected through a survey method and has been analyzed using a one-way analysis of variance. Our results support the idea that students with different learning styles achieve better learning outcomes when confronted with teaching strategies that respond to their learning preferences. © 2011 Published by Elsevier Ltd.