Learning style is suggested as an important aspect of individual difference which influences the effectiveness of classroom teaching. The congruence between teaching methods and students’ learning styles will help students learn more easily and more effectively (Sayer & Studd, 2006). In Dunn and DeBello’s (1999) study, when students were taught with learning-style responsive instructional approaches, their standardized achievement-attitude test scores improved significantly. Any attempts to integrate learning style into teaching or educational programs can be helpful for the process of learning and teaching, and even “simply being aware that there can be different ways to approach teaching and learning can make a difference” (Cassidy, 2004, p. 420; Yerxa, 2003).
The significant relationship between learning style and learner’s performance has been supported by many studies. For example, Furnham et al. (1999) found that some learning styles (e.g., reflector, pragmatist) were statistically significant predictors of rated work performance. Cassidy and Eachus (2000) found that academic achievement was positively correlated with a strategic learning approach and negatively associated with an apathetic approach. Busato et al. (2000) reported that the undirected learning style appeared to be a consistent negative predictor of students’ academic success. Even in web-based learning environments, learning style was found to be a significant factor affecting student achievement (Wang et al., 2006).
The role of learning style in classroom teaching
