A comparison of the learning styles of the students with faculty teaching style profiles at the Jordan Evangelical Theological Seminary

David Martin

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A comparison of the learning styles of the students with faculty teaching style profiles at the Jordan Evangelical Theological Seminary

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MLA citation style (9th ed.)

David Martin. A Comparison of the Learning Styles of the Students with Faculty Teaching Style Profiles At the Jordan Evangelical Theological Seminary. Dallas Theological Seminary. rim.ir.atla.com/concern/etds/9d6d693e-7cbe-40c9-9c96-3771c4683c0d.

APA citation style (7th ed.)

D. Martin. A comparison of the learning styles of the students with faculty teaching style profiles at the Jordan Evangelical Theological Seminary. https://rim.ir.atla.com/concern/etds/9d6d693e-7cbe-40c9-9c96-3771c4683c0d

Chicago citation style (CMOS 17, author-date)

David Martin. A Comparison of the Learning Styles of the Students with Faculty Teaching Style Profiles At the Jordan Evangelical Theological Seminary. Dallas Theological Seminary. https://rim.ir.atla.com/concern/etds/9d6d693e-7cbe-40c9-9c96-3771c4683c0d.

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David Martin

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Abstract

The purpose of this study was to determine the degree to which the learning styles of students and the teaching styles of faculty match at the Jordan Evangelical Theological Seminary (JETS) in Amman, Jordan. Bernice McCarthy's 4MAT learning style instrument, the Learning Type Measure[registered trademark] (LTM) was used to profile 111 students. The results showed two significant differences in style distribution from studies done in the United States. The collaborative learners were represented in 45 percent of the student body (17 points above similar Western surveys). The dynamic learner was drastically underrepresented at JETS with only 7 percent of the student body (as compared to 20-25 points in the West). Statistics were also analyzed by age, gender, culture (country of origin), and college major or program of study in an effort to detect any relevant patterns. All of these factors were found to have an influence on an individual's learning style--some more than others. Eighteen faculty members participated in this study. They were first given the LTM. Later they were given McCarthy's Teaching Style Instrument[registered trademark] (TSI). Results showed that the teaching styles of 60 percent of faculty were congruent with their own learning styles. There was a significant amount of mismatch between faculty teaching and student learning styles, depending on students' age, gender, and choice of study program. Suggestions were given on how to teach through McCarthy's learning cycle so as to address all learning styles present. This way students would become more accustomed to different teaching styles, and teachers to use methods that engage each style of learner.

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