2019/01/14 by Aubrey Golightly
Psychology · Social Sciences · #Evaluation of Teaching Practices #Innovative Teaching and Learning Methods #Learning Styles and Cognitive Differences
paper · doi:10.1080/00221341.2018.1549267
crossref issued 2019/01/14 · crossref published 2019/01/14 · crossref published-online 2019/01/14 · openalex publication_date 2019/01/14 · crossref created 2019/01/14 · crossref published-print 2019/07/04 · crossref deposited 2024/07/14 · openalex created_date 2025/10/10 · openalex updated_date 2026/05/23 · crossref indexed 2026/07/28
An awareness of preservice geography teachers’ learning styles and self-directed learning skills can assist geography lecturers in the creating of effective and meaningful learning environments. The cross-sectional case study explores whether a relationship exists between preservice geography teachers’ self-directedness in learning and their learning styles. The participants completed Williamson’s Self-Rating Scale of Self-Directed Learning questionnaire and D. A. Kolb’s Learning Style Inventory. Descriptive statistical techniques, t tests, analyses of variance, chi-square tests, and Cramer’s V test were used to analyze the quantitative data. This study found no relationship between preservice geography teachers’ self-directedness in learning and their learning style preferences.