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It compares three groups of pre-service teachers from Educational Sciences, Economic Sciences, and Foreign Languages to identify differences in achievement and to determine which categories of teaching strategies best support students within specific learning-style categories. Data from 269 pre-service teachers at Transilvania University of Braşov were analyzed using a survey and one-way ANOVA.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/investigating-the-relationships-between-teaching-strategies-and-learning-styles-in-higher-education-volume-5-issue-1-2012/588490/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/investigating-the-relationships-between-teaching-strategies-and-learning-styles-in-higher-education-volume-5-issue-1-2012/588490.png","ImageObject",300,407,{"name":92,"@type":93},"Putri","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-29","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":19},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What is the main objective of the study?","Question",{"text":112,"@type":113},"The study focuses on the relationships between teaching strategies, learning styles, and students’ academic achievement in higher education, aiming to compare pre-service teachers from different majors.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How was the study conducted?",{"text":117,"@type":113},"A sample of 269 pre-service teachers from three faculties at Transilvania University of Braşov participated. Data were collected via a survey method and differences among groups were tested using one-way analysis of variance.",{"name":119,"@type":110,"acceptedAnswer":120},"Which framework of learning styles does the paper use?",{"text":121,"@type":113},"The paper is based on David Kolb’s experiential learning model, describing a four-stage cycle and four categories of learners.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},588490,1792741080,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":19,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":52,"language":139,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":67,"update_tm":143,"read_time":144,"preview_page_count":4},962085571259,"https://ap-avatar.wpscdn.com/davatar_29158cc5080c5b710cf443261637dec0","Volume 5, Number 1, 2012  \nINVESTIGATING THE RELATIONSHIPS BETWEEN TEACHING STRATEGIES AND LEARNING STYLES IN HIGHER  \nEDUCATION  \nCristina Tulbure  \nAbstract: Within this paper, we are focusing on the relationships between teaching strategies, learning styles, and the students’ academic achievement in higher education. The main objective of this study is to compare three groups of pre-service teachers having different majors (i.e., Educational Sciences, Economic Sciences, and Foreign Languages) in order to identify the potential differences in their academic achievement. More precisely, we attempt to highlight the categories of teaching strategies that lead to the best academic achievement for students having the same learning style, and different fields of study. A sample of 269 pre-service teachers from three faculties belonging to Transilvania University of Braşov participated in the study. The data was collected through a survey method and the one-way analysis of variance was used to determine the differences among the groups. Significant differences among the three categories of students with different majors occurred in relation with the most effective teaching strategies corresponding to each learning style category.  \nKey words: teaching strategies, learning styles, academic achievement  \n1. Introduction  \nThe term „learning style” has been defined in several ways by many authors, yet the most representative definitions refer to two essential aspects: a) the learning style represents an individual’s preferred ways of responding (cognitively or behaviourally) to learning tasks which change depending on the environment or context (Peterson, et al., 2009), and b) the learning style refers to the idea that individuals differ in regard to what type of instruction is most effective for them (Pashler, et al., 2008) . Starting from these two perspectives, we have noticed that the learning style represent a complex issue, both for students and teachers. From the students’ perspective, the learning style indicates a general preference for learning and encompasses cognitive, affective, psychomotor, and physiological dimensions (Knowles, et al., 2005) . On the other hand, taking into account the teachers’ perspective, the fact that students have different leaning styles represents a constant challenge, because the optimal instruction presupposes diagnosing individuals’ learning styles and tailoring instruction accordingly (Pashler et al., 2008) .  \nFacing the various challenges of the effective learning issue, many researchers attempted to conceptually systematize the learning preferences by constructing explanatory models of learning styles. The present study is based on one of the most popular and influential models of learning styles, the one developed by David Kolb (1981) . He defines learning as the process where knowledge is created through transformation of experience (Kolb, 1984) . In essence, learning is not so much the acquisition or transmission of content, as it represents the interaction between content and experience, where each transforms the other. In this context, the teacher has not only to transmit new ideas but also to modify old ideas that may get in the way of new ones. According to the author, learning is conceived as a four-stage cycle representing the way individuals perceive, think, feel, and act when faced with new experiences. The four stages of this experiential learning cycle encompass actual experiencing, reflective observation, abstract conceptualization, and active experimentation (see Figure 1) . Starting from this four-stage learning cycle, Kolb performed a closer examination of the model, and reached to the conclusion that there are two primary dimensions of the learning process:  \nthe preferred mode of perception (concrete or abstract) and the preferred mode of processing information (active experimentation or reflective observation) . The combination of the four learning stages according to t","cbCailerMA1OyX3q","https://ap.wps.com/l/cbCailerMA1OyX3q","pdf",190733,"English","# Introduction\n## Learning style concepts and challenges\n## Kolb’s experiential learning model\n## Matching hypothesis and prior studies","[{\"question\":\"What is the main objective of the study?\",\"answer\":\"The study focuses on the relationships between teaching strategies, learning styles, and students’ academic achievement in higher education, aiming to compare pre-service teachers from different majors.\"},{\"question\":\"How was the study conducted?\",\"answer\":\"A sample of 269 pre-service teachers from three faculties at Transilvania University of Braşov participated. Data were collected via a survey method and differences among groups were tested using one-way analysis of variance.\"},{\"question\":\"Which framework of learning styles does the paper use?\",\"answer\":\"The paper is based on David Kolb’s experiential learning model, describing a four-stage cycle and four categories of learners.\"}]","Investigating the Relationships between Teaching Strategies and Learning Styles in Higher Education - Volume 5 - Issue 1 - 2012 | PDF",1792065355,25]