Profiling the learning style preferences of students at a sport university in Vietnam

Abstract

Evidence-based research has repeatedly shown that adjusting instruction to accommodate students' learning styles can positively impact student learning. The purpose of the study was to identify the preferred learning styles of students taking undergraduate courses in Physical Education, Sport Coaching, and Sport Management at Danang Sport University (DSU). The relationships between students' learning styles and gender, age, year of study, major, and student type were also examined. Additionally, the study explored lecturers' understanding of learning styles and their application in teaching to best fit individuals' learning styles. A total of 586 students completed the Honey and Mumford Learning Styles Questionnaire (2006) to identify preferences from the four learning styles: Reflector, Activist, Theorist, and Pragmatist. Individual interviews with 16 students were conducted to gain deeper insights into their learning styles as well as their perceptions of lecturers' teaching styles. Interviews with 19 lecturers explored their understanding and knowledge about learning styles. Observations of eight practical sessions were undertaken to gain a better understanding of how lecturers applied their knowledge of learning styles in their instruction. The findings revealed that preference for the Reflector learning style was the most dominant among DSU students, followed by the Pragmatist, Activist, and Theorist. Additionally, students showed a strong preference for the Reflector and Pragmatist learning styles and exhibited a moderate preference in both the Theorist and Activist learning styles. There was a statistically significant relationship between the Reflector style and gender, age, and year of study, and between the Theorist style and student type, but there was no statistically significant relationship between learning styles and major. The lecturers in this study demonstrated only a limited understanding of student learning styles. They did not clearly and frequently adapt to the different learning styles of students and from the perspective of the university lecturers, students' preferred learning styles was not their primary concern. Based on the evidence drawn from this research, recommendations on learning styles and teaching styles are proposed. These include enhancing students' awareness of their own learning styles, increasing teachers' understanding and knowledge of a variety of learning styles, and providing training sessions on learning styles for lecturers.

Date of Award	2022
Original language	English