Abstract
This study investigates the correlation between the teaching and learning styles of the students and their involvement in the Norbuling Rigter College (NRC), as per the Grasha-Reichmann Model. The research design was descriptive and correlational, and the data obtained were measured with structured questionnaires consisting of variables of teaching style, learning style, and student engagement variables. The results indicate that the emotional and cognitive engagement of the students is high in NRC, while behavioural engagement is medium in NRC. The collaborative learning style is predominant among the students, followed by dependent and participant styles, respectively, which shows that students like reading and participating in interactive and group-based learning activities. On the other hand, the teaching styles most often applied by tutors are Expert and Formal Authority, and little use of Facilitator styles. This reflects a very teacher-centred style of learning with new practices of student-centred learning. The correlation analysis shows that the more positive, the higher the level of student engagement in the learning process, while the more negative the result, the lower the level of student active participation. The result of the correlation analysis shows that the teaching style of facilitators is positively correlated with the level of student engagement in the learning process in the classroom. The researchers found it agreeable that if there is a match between the teaching style and learning preference, it will have a positive influence on the improvement of the student's involvement. It recommends improving student-centred teaching techniques, improving interactive learning and improving faculty development to make the overall teaching more effective at NRC.
Keywords: Student engagement, teaching style, learning style, GrashaโReichmann model, collaborative learning.
1. Introduction
Student engagement has emerged as a key concern in higher education due to the fact that it is directly related to academic achievement, quality of learning, and student retention. It reflects the degree of involvement the students are displaying in learning processes through their conduct, emotions and thoughts. Students have always been known to learn better through active participation in the learning process as opposed to passively receiving information (Fredricks et al., 2004). Engagement is, therefore, not only a student-based factor but also very much influenced by the classroom teaching environment and classroom instructional practices. In Norbuling Rigter College (NRC), student participation in courses, tutors and academic programs varies, indicating that the engagement level varies. Some like to talk, group work, class.....
2. Methodology
A quantitative research approach was used in this study. The descriptive design helped to abstract the pattern of teaching styles, learning styles and the level of engagement for the respondents. The correlational design was used to determine the relationship between teaching styles and students' involvement in an NRC context.
3. Discussion
The results show that NRC student engagement is mainly emotional and cognitive as opposed to behavioural. This means that students are being encouraged and stimulated intellectually, but not in their participation, while in class. The majority of studentsโ learning styles are collaborative learning, which conforms with the theory of Grasha (1996) that learners are more effective in learning through interaction. However, the majority of the teaching styles were Expert and Formal Authority, indicating the teacher-centred approach, which can lead to poor active engagement. The closest connection between the teaching style that the facilitator should use and engagement favours Inayat and Ali (2020), who concluded that supportive and interactive teaching boosts student engagement. This incongruency between the teaching and learning styles justifies the moderate behavioural engagement witnessed..
4. Conclusion
The results of this study suggest that the level of student engagement in the college of Norbuling Rigter is relatively high both in emotional and cognitive aspects, which indicates that in this college, students are motivated and intellectually involved in learning. Overall, behavior engagement is moderate, indicating that active participation in the classroom is still insufficient. The results also indicate that the student learning style that is used is collaborative learning and the teaching style used is mainly in the direction of Expert and Formal Authority. This results in some disconnection between student learning style and teaching style. Importantly, it validates the Facilitator teaching style as the teaching style that has the most positive effect on student engagement. This demonstrates that effective learning and participation are enhanced through the use of teaching strategies that are interactive and focused on the learner. The overall finding of the study indicates that there is a need for better alignment in teaching/learning between teaching styles and learning preferences. By slowly moving towards more participative, engaging and student-centered pedagogies, student engagement at NRC will improve greatly
References
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Full reference list available in the PDF version.