THE EFFECT OF ACTIVE INSTRUCTIONAL METHODOLOGY ON LEARNING STYLES AS MEASURED BY ACHIEVEMENT AND SATISFACTION

14.00 Traditional methodology often falls short in terms of keeping students’ attention as well as promoting long-term retention of information.Instructors should play an active role in cultivating students’ active learning in Teacher Training Institute. The purpose of this study was to determine the effect of active instructional methodology on students’ learning styles in terms of achievement and satisfaction. The respondents in this study consisted of 60 students from two groups of students in educational studies. The experimental group was instructed using active instructional methodology such as reflective observation, abstract conceptualization, active experimentation, and concrete experience while the control group was administered a passive or traditional instruction emphasizing only daily lectures with power point presentations. Student achievement was measured using 40 multiple-choice questions. Student Evaluations of Educational Quality (SEEQ) was used to measure satisfaction, and Kolb’s Learning Style Inventory was administered to gather data for learning styles. The results of the study found that there were significant differences in achievement and satisfaction among accommodators in the active instructional methodology group. There was also a significant difference found in satisfaction favoring the active group. Overall findings are expected to serve as a basis for effective instructional methodology in educational studies and as a guide to optimal learning experiences. Normal 0 false false false EN-GB X-NONE X-NONE /* Style Definitions */ table.MsoNormalTable {mso-style-name:"Table Normal"; mso-tstyle-rowband-size:0; mso-tstyle-colband-size:0; mso-style-noshow:yes; mso-style-priority:99; mso-style-parent:""; mso-padding-alt:0cm 5.4pt 0cm 5.4pt; mso-para-margin:0cm; mso-para-margin-bottom:. 0001pt; mso-pagination:widow-orphan; font-size:10.0pt; font-family:"Calibri","sans-serif";} 14.00 Traditional methodology often falls short in terms of keeping students’ attention as well as promoting long-term retention of information.Instructors should play an active role in cultivating students’ active learning in Teacher Training Institute. The purpose of this study was to determine the effect of active instructional methodology on students’ learning styles in terms of achievement and satisfaction. The respondents in this study consisted of 60 students from two groups of students in educational studies. The experimental group was instructed using active instructional methodology such as reflective observation, abstract conceptualization, active experimentation, and concrete experience while the control group was administered a passive or traditional instruction emphasizing only daily lectures with power point presentations. Student achievement was measured using 40 multiple-choice questions. Student Evaluations of Educational Quality (SEEQ) was used to measure satisfaction, and Kolb’s Learning Style Inventory was administered to gather data for learning styles. The results of the study found that there were significant differences in achievement and satisfaction among accommodators in the active instructional methodology group. There was also a significant difference found in satisfaction favoring the active group. Overall findings are expected to serve as a basis for effective instructional methodology in educational studies and as a guide to optimal learning experiences. Normal 0 false false false EN-GB X-NONE X-NONE /* Style Definitions */ table.MsoNormalTable {mso-style-name:"Table Normal"; mso-tstyle-rowband-size:0; mso-tstyle-colband-size:0; mso-style-noshow:yes; mso-style-priority:99; mso-style-parent:""; mso-padding-alt:0cm 5.4pt 0cm 5.4pt; mso-para-margin:0cm; mso-para-margin-bottom:. 0001pt; mso-pagination:widow-orphan; font-size:10.0pt; font-family:"Calibri","sans-serif";}