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Acta Didactica Napocensia, v5 n1 p65-74 2012

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 Brasov 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.

Descriptors: Foreign Countries, Higher Education, Educational Strategies, Teaching Methods, Cognitive Style, Academic Achievement, Preservice Teachers, Economics Education, Second Language Instruction, Second Languages, Student Surveys, Statistical Analysis, Instructional Effectiveness, Experiential Learning, Questionnaires, Statistical Distributions, Comparative Analysis

Babes-Bolyai University. Kogainiceanu 1, Cluj-Napoca, 400084 Romania. e-mail: submit_adn[at]yahoo.com; Web site: http://adn.teaching.ro





Autor: Tulbure, Cristina

Fuente: https://eric.ed.gov/?q=a&ft=on&ff1=dtySince_1992&pg=3797&id=EJ1054315







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