TEACHING AND LEARNING - ORIENTED TOWARDS AND IN SERVICE OF STUDENTS LEARNING STYLES
TEACHING AND LEARNING - ORIENTED TOWARDS AND IN SERVICE OF STUDENTS LEARNING STYLES

Summary/Abstract: The aim of this study corresponds with the intention to verify the rapport between teaching, learning and learning styles and all of this to ensure the defining and stimulating framework of learning and teaching in the secondary and higher education system. The research was conducted with a sample of 276 subjects, of which 245 are students and 31 are teachers. The students are aged 15 – 23, of which 85 are high school students and 160 are university students of social studies. To measure the learning styles, the Learning Styles Questionnaire has been used (Honey & Mumford, 1986) which measures four specific skills (pragmatists, reflectors, activists and theorists) made up of 40 items (ten for each style in particular)The results offer considerable pragmatic findings. Teachers and students make up as a dominant mass the reflectors (33, 85%) and the theorists learning style (29,81%). 17,44% of students have been classified without a specific dominant learning style. From the obtained correlative coefficients, we conclude that there is an important statistical correlation between the learning styles of teachers and students (0.72). The research did not verify differences in context of learning styles between the dominant learning styles in secondary and higher education, as well as insignificant gender differences in the context of learning styles. The theorist style and the reflectors style remain the dominant options of learning even during studies

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