There the clock themselves. This notion of individualized

is no doubt that teaching is a complex process as several unstable factors form
and influence teaching methods and strategies as well as the subsequent
outcomes. The findings of this study totally meet the results of former research
works which state that every student learns differently. Felder 13 advocated
that students` strengths and attitudes vary widely in the way they perceive new
information. Studying literature existed on that issue and considering the
results of this study it becomes evident that there cannot be a model that fits
all needs. Some students prefer to work alone; others enjoy working in pairs or
being in a group. Some generate ideas and energy from their classmates; others
prefer to work in silence. Some respond better to visual forms of information
such as pictures or diagrams although others get more from verbal forms either
they are written or spoken. Some prefer to learn actively and interactively;
others are concentrate more if working individually. Some focus on facts;
others focus on theories. Therefore, it is essential for educators to
understand the differences in their
students’ learning styles, so that they can implement best strategies into
their lesson plans and study techniques. Several
research works concluded that paying attention to learner’s learning
characteristics increase the effectiveness and efficiency of teaching and
learning activities such as Kurilovas & Juskeviciene 14, Santos
& Boticario 15, Thalmann 16 and Truong, 17. Kolb believed
that each person has his own characteristics and preferences that help him to
learn better. To Kolb, knowledge came from the blending of Perceiving or Grasping and Transforming Experience 18. For example, when learning how to build a clock, some students
understand the process by following verbal instructions, while others must
physically manipulate the clock themselves. This notion of individualized
learning styles has gained widespread recognition in education theory and
classroom management strategy. Individual learning styles depend on cognitive,
emotional and environmental factors, as well as one’s prior experience. In
other words: everyone’s different. Students` learning styles fall into four
categories:” Visual Learners, Auditory Learners reading/Writing learners and
Kinesthetic Learners. These learning styles are found within educational
theorist Neil Fleming External link ‘s
VARK model of Student Learning( VARK is an acronym that refers to the four
types of learning styles: Visual, Auditory, Reading/Writing Preference, and
Kinesthetic). The VARK model demonstrates that students have different
approaches to how they process information, known as “preferred learning
modes.” The basic ideas of VARK are mentioned in Learning Styles Again: VARKing
up the right tree! 19

1)Students’ preferred learning modes influence their behaviour and

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2)Students’ preferred learning modes should be matched with appropriate
learning strategies.

3)when students’ use their preferred learning mode they manage to increase
their levels of comprehension, motivation, and metacognition.

students as visual, auditory, reading/writing or kinaesthetic learners, and forming
the overall curriculum based on these learning styles, proved to be beneficial
for the entire classroom. By understanding what kind of learner students are, peers
gained a better perspective on how to implement these learning styles into their
teaching strategies and assessments. They utilised visual, aural, read/write
and kinaesthetic strategies to fit all needs and facilitate the learning
process. Allowing students to access information in terms they are comfortable
with increased their confidence. Flemings` SWOT strategies (“Study Without
Tears”) inspired teachers who tried to create a learner-centred classroom where
the learners themselves would be involved in the decision-making process 20. Under
this condition students showed an increasing participation as they seemed to
enjoy the whole process far more than they initially did. Being active and
co-create tasks that fit their preferences and needs with their classmates and
teachers gave them a sense of Independence and enjoyment which empowered them
to improve. They were also more willing to cooperate and behave properly; they
followed the rules, helped teachers when asked, remained calm and volunteered
during the whole session.