Teaching Methods, Learning Styles and Achievement on Levels of Learning of Bloom’s Taxonomy

Abstract

This study was conducted to investigate the effect of teaching methods compatible with students learning styles on their “achievement on levels of learning” with respect to their learning styles. First three levels of blooms taxonomy were focused i.e. knowledge, comprehension and application. Learning styles of participants were determined by Kolb’s Learning Styles Inventory (KLSI, 1984). Teaching methods compatible with students learning styles were assumed on the basis of literature keeping in view the preferred characteristics of participants of respective learning styles. It was true experimental research design. The study was carried out in a public sector school with 80 participants of grade seven in the subject of general science. They were divided into two groups Control (N=40) and Experimental (40). Each group has the participant of four learning styles i.e. assimilator, convergent, divergent and accommodators. These styles were taken from the Work of Kolb (1984). Tiered/differentiated Lessons were developed and this was the intervention to the experimental group. While control group were taught in traditional way i.e. through lecture method. The experiment continued for 8 weeks (48 working days). A post-test was conducted. And scores of both the groups were compared by One-way ANOVA. The results indicate that both the groups were not significantly different on levels of learning in general. But they were significantly different with respect to learning styles on their achievement at first three levels of learning of Bloom’s Taxonomy.