Document Type : Original Article
Authors
1 Ph.D. Graduate, Department of Agricultural Extension and Education, Tarbiat Modares University, Tehran, Iran
2 Professor, Department of Agricultural Extension and Education, Tarbiat Modares University, Tehran, Iran
3 Associate Professor, Department of Agricultural Extension and Education, Tarbiat Modares University, Tehran, Iran
Abstract
Teaching and learning processes in universities have not achieved expected outcomes. The mismatch between learning and teaching styles is a challenge in the education process. Instructors should strive to incorporate their teaching style with students’ learning styles in order to ensure effective teaching and learning process in higher education. The present descriptive-survey study aimed to explainthecompatibility of students’ learning styles using Witkin’s (1976) Group Embedded Figures Test (GEFT) and teachers’ teaching style using van Tilburg and Hamilich’s (1990) test. The target population consisted of students and faculty members at the agricultural college at Razi University, Iran. Results revealed that the majority of males were field-independent and the majority of females were field-dependent learners. Concerning four teaching styles (expert, provider, facilitator and enabler), the instructors tended to use the enabler teaching style. Instructors should consider the characteristics and needs of both field-dependent and field-independent students and use different teaching methods. Recommendations about matching learning and teaching styles are provided based on the results.
Graphical Abstract
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Highlights
- The majority of males were field-independent and the majority of females were field-dependent learners in Razi University.
- According to the four teaching style (expert, provider, facilitator and enabler), instructors tended to use the enabler teaching style.
- Instructors should consider the characteristics and needs of both field-dependent and field-independent students and use different teaching methods to meet their needs.
Keywords
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