Investigating the Relationship between Instructional Strategies, Students’ Learning Styles and Learning Performance at Public Universities in Pakistan
DOI:
https://doi.org/10.5281/zenodo.11471431Keywords:
Learning Style, Instructional Strategies, Learning Performance, Survey Research, Simple Linear RegressionAbstract
Purpose: This research has two main objectives: to investigate the relationship between instructional strategies, students’ learning styles, and learning performance at public universities, and to identify the preferred learning styles of male and female students in Pakistani universities.
Design/Methodology/Approach: A survey methodology was utilized to achieve the study objectives. Two research objectives were put forward to conduct this research. Existing research instruments on learning styles and instructional strategies were adopted to collect data. A sample of N=545 students was engaged in this research from the two public universities through purposive sampling technique. All the collected data were entered into SPSS for analysis. Descriptive statistics provided the base to run the stepwise simple linear regression.
Findings: The results showed a significant but weak relationship between learning style and instructional strategies. No relationship between learning style and the learning performance of students was identified. Similarly, we could not detect any relationship between instructional strategies and the learning performance of students. As for measuring students’ preferred learning styles, the reflector learning style was found to be the most preferred style by male and female students. Surprisingly, the pragmatist learning style was the least adopted style by both male and female students at higher education. These findings were discussed with existing available research.
Implications/Originality/Value: The study urges a comprehensive approach in Balochistan's secondary education, targeting regional disparities, improving teacher qualifications, refining instructional methods, and enhancing resource availability. This aims to foster positive reforms for an inclusive and technologically enriched learning environment.
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