Search results for: Solvie Pamela

This study explored the achievement of preservice teachers when advice in the form of text and resources was provided based on students’ identified learning styles. The authors developed an online module to link prepared advice for the completion of course tasks to particular learning style preferences. The results point to the value of a learning style preference advice module as a scaffolding tool. Students’ assessment results when advice was provided were higher than when advice was not provided. Additionally, students believed the online module provided valuable information in understanding and applying content to the completion of course assignments. The findings show that coupled with feedback provided to students in other ways throughout the course, the online learning style preference module adds additional support to preservice teachers that may lead to increasing their understanding of course content and learning styles.