Preferred Learning Styles and their Relationship with Thinking Styles among Al Huson University College in Light of some Variables

(Hazim Issa Al Momani and Ahmad Hassan Lababneh)

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Abstract

The objective of the study was to investigate the preferred learning styles and the dominant thinking styles among Al Huson University College and their relationship based on students' specialization and academic achievement. Sample of the study consisted of (391) students, (192) from scientific specializations and (199) students from the humanitarian specializations. The students were administrated Entwisle and Tait learning styles index, and Sternberg and Wagner thinking styles measure. Results of the study indicated that students at Al Huson University College use all learning styles with high levels and the most prevalent learning styles was the deep, strategic, and the superficial think style, respectively. Results of the study indicated significant differences in the deep learning style due to specialization, in favor of scientific specializations students, while students in the humanitarian specializations preferred superficial learning style. Results also indicated significant differences in the means subjects' estimations of deep learning style in favor of high achieving students while students with average and low achieving level preferred superficial learning style while the average achieving level students preferred strategic leaning style. Results also showed significant differences in the preferred learning style due to specialization as students in the scientific specializations preferred deep learning style while students in the humanitarian specializations preferred superficial learning style. Results of the study indicated that the most prevalent thinking style within Al Huson University College was the legislative thinking style. Results of the study indicated a significant positive relationship between the means scores of study subjects' estimations on the deep learning style from one hand with the legislative, liberal and hierarchical thinking styles. Results indicated a significant positive relationship between superficial learning style with the executive, conservative and disorganized thinking styles. Results of the study indicated a significant positive relationship between the means scores of study subjects' estimations in the strategic learning style and royal thinking style. The study recommends increasing faculty's awareness of learning styles. Key Words: Superficial learning styles, Executive thinking styles.
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