The effect of match-mismatch of teaching-learning styles on secondary stage students’ achievement in English in Jordan

Other Title(s)

أثر توافق و اختلاف أنماط التعليم و التعلم على تحصيل طلبة المرحلة الثانوية الأولى في مادة اللغة الإنجليزية

Dissertant

Abu Rumman, Abd al-Rahim Salih Muhammad

Thesis advisor

Shair, Awatif Ali

Comitee Members

al-Makhzumi, Khalaf Falah
al-Abd al-Haqq, Fawwaz
Husayn, Riyad Fayiz Isa

University

Amman Arab University

Faculty

Faculty of Educational Sciences and psychological

Department

Department of Curriculum and Instruction

University Country

Jordan

Degree

Ph.D.

Degree Date

2005

English Abstract

This study aimed to investigate the effect of matching and mismatching of teaching and learning styles on the academic achievement of Secondary Stage students' in English through answering the following questions: 1- What are the major learning styles of students in English at the First Secondary stage in the Jordanian schools? 2- What are the major teaching styles adopted by EFL instructors in teaching English at the First Secondary stage in Jordan? 3- What is the effect of the match/mismatch of teaching-learning styles on students' academic achievement in English at the First Secondary stage in Jordanian schools? 4- Is there a congruence between the teaching styles that Jordanian EFL teachers claim to use in teaching English and their actual teaching practices? To answer these questions, the researcher selected a random sample from First Secondary stage students of Greater Amman area comprising the First, Second, Third, and Fourth Directorates of Education.

Eight hundred and three students and twenty EFL teachers participated in this study.

A learning style inventory was used to identify students' learning styles and a teaching style inventory was used to identify teachers' teaching styles.

In addition, an English language achievement test was compiled and administered to find out students' level of achievement, and an observation checklist was prepared and used to verify if the teachers' actual teaching was similar to their teaching styles obtained in the inventory.

The results of the study revealed that there were significant differences between the mean scores of the matching and mismatching classes in their achievement in favor of the matched ones.

The data were also analyzed for the identification of the dominant teaching and learning styles at the secondary stage.

The results of the study revealed that most of the students favoured the "Competitive, Dependent, Collaborative” styles, whereas teachers were adopting a blend of the Expert/ Delegator/ Facilitator/Personal Model/ and Formal Authority styles.

It was also found that matching teaching and learning has a positive effect on students' attitudes and achievement in English.

Main Subjects

Educational Sciences
Languages & Comparative Literature

Topics

• Education
• Learning
• Secondary education
• Second language learning
• Academic achievement
• Jordan
• English language

No. of Pages

172

Table of Contents

• APA
• MLA
• AMA

Language

English

Data Type

Arab Theses

Record ID

BIM-436718