Education wrong. Make a person familiar with not

Education
is an enlightenment, which explores a person’s distinction between the concepts
of right and wrong. Make a person familiar with not only the purpose of
education, but also make him / her to learn more about logical thinking,
correct attitude, behavior, and creating knowledge and independence. When there
is inspiration to achieve revolution, there is scope for improvement everywhere
in the world. Innovation can be encouraged that recovers students and teachers.
Teaching and learning are interrelated. A very effective and useful way to
calculate good teaching is the amount of knowledge acquired by the student
throughout the process. . There
are consistently positive links between student classifications regarding the
“amount learned” during a semester and greatly evaluate the teacher
and the subject itself (Cohen, 1981; Theall and Franklin, 2001).

Thomas Angelo also have given a similar idea, when he
described; “if there is no learning during the teaching, then it is equivalent
to just talking”. An instructor’s efficiency is all over again just about, how
much student has learned during instructions. Throughout the world, people are looking to education to
pave the way for a more just social order on the grounds that education
instills in young critical human values such as equity, tolerance and peace.
Progress in education is essential for sustainable development, environmental
protection, improvement of maternal, child health and participation in
democratic social and political processes. Learning and teaching
is concern for the instructor teacher. Learning is a complex process. It can be
defined as a change in behavior; a relatively permanent change in behavior over
time, in part because of experience. Learning can occur as a result of newly
acquired skills, knowledge, cognition, facts, principles, and new information
at hand (Adeyanju, 1997).

We Will Write a Custom Essay Specifically
For You For Only $13.90/page!


order now

 Learning
can be reinforced with different teaching and learning resources because they
stimulate, motivate as well as focus learners’ attention for a while during
the instructional process. In addition to helping students
remember important information, learning resources have other advantages. When
used properly they help to gain the attention of students. Teachers must keep
in mind that they are like ideas sellers, and many of the best sales techniques
that attract the attention of potential customers are worth considering.
Clearly, the main objective of each teaching is to students to be able to
retain as much knowledge of the subject as possible, especially the main
points.

Drs. Rita and Kenneth Dunn (quoted in Rief & Heimburge,
1996:5) describe a number of elements that make up a person’s learning style.
These include environmental elements such as sound, light and temperature;
sociological elements such as being peer orientated, pair orientated, team
orientated, self-orientated and authority orientated; emotional elements which
include motivation, persistence, responsibility and structure; and finally
physical elements such as perceptual/modality strengths, time of day, eating
and drinking needs and need for mobility. In keeping with the elements
described above, learners may be classified as auditory learners, visual
learners, tactile-kinesthetic learners and analytical or global learners.

There are also various learning style models which attempt
to identify the learning styles of people through the use of learning style
instruments. Felder (1996) outlines four such models in his article ‘Matters of
Style’, namely, the Myers- Briggs Type indicator (MBTI); the Kolb learning
style model; the Hermann Brain Dominance Instrument (HBDI) and the
Felder-Silverman Learning Style Model. As with learning patterns, there are
also many classifications for teaching styles. Gracha (1996) describes five
teaching styles in his book “Teaching with Style”. These are: the
expert; the official authority; the personal model; the facilitator; and the
delegate styles. Each preference has advantages and disadvantages, and its
details will be discussed in literature review. Benzi (1998) classifies
teaching styles as assertive, suggestive, collaborative, and adaptive. These
styles range from being a focused teacher to a child centered. The utility of
such an investigation is enhanced by examining the results of previous research
on similar applications of teaching styles conforming to learning styles.

Knowing our learning styles helps us both, teachers and
students. We can develop better educational strategies for education in order
to allow students to effectively and efficiently absorb new information and
knowledge. Understanding learning patterns can be used to identify and
implement better educational and learning strategies. However, one of the
continuing challenges and problems faced by university educators is related to
matching teaching strategies with patterns of student learning for effective
learning. Although teaching is a useful means of imparting and sharing
knowledge, it does not always lead to learning; this can clearly see the
painful disparity between what we believe we have learned effectively and what
students indicate they have learned on exam papers. Learning has been shown to
be an important variable in student achievement, how students learn, teacher
education, and interaction between students and teachers (Whitkin, 1973).
Because of the diverse learning patterns found in students entering higher
education institutions, it is important for teachers to identify learning style
differences and integrate teaching strategies that meet the learning needs of
all students.

According to
Winbrenner (1996: 49), the most effective way to convince students with
learning difficulty is to create awareness through teaching to the pattern of
learning power. This means that there should be a complex relationship between
teacher teaching strategies and students’ learning preferences. He
also states that learners should be taught about them learning methods, so that
they are able to act intelligently when learning seems to be tough for them.
Many schools, colleges and universities are trying to recruit effective
teachers so that students are enhanced learning experience. In addition, they
are trying to explore and identify many innovative teaching styles in order to
enhance their teaching experience. According to the requirements of course, the
ability of students, availability of resources, and many of the available
teaching methods that coaches can implement in their classes, in order to raise
student performance.
Education is now the most important contributor to national economic growth.
Empirical evidence suggests that educational investment has been one of the
most important factors contributing to economic growth in both developed and
developing countries.

Haddad et al. (1990), for example, suggests that expenditure
on education contributes positively to labor productivity and the economic
return on education from a public and private perspective is high. Improving
access to and quality of basic education is a priority in almost every low and
middle income country. Similarly, Raudenbush & Wilms (1991) and Lockheed
& verspoor (1991) argue that increasing the pace of economic and social
development in developing countries must teach most school-age children the
basic skills of the primary curriculum, which include literacy, numeracy,
communication skills and solve the problem skills.

As early as 334 BC, Aristotle said that each child possesses
specific talents and skills and observed individual differences in young
children. In the early 1900’s, many personal theories and individual
distinctions were developed. These focused in particular on the relationship
between memory and visual or oral teaching styles. Research in learning
patterns declined because of the emphasis on student IQ and scholastic
achievement. In the latter half of 1900, however, there was renewed interest in
research learning styles and many teachers were trying to apply results within
the classroom. In the past, research on teaching and learning in universities
has focused on teacher behavior rather than learners. However, some studies
suggest that what students do in order to learn like adopting different methods
of interaction with educational materials is of great importance (Dunn and
Griggs, 2000; Shuell1986).

 As a result,
educators have developed “learner-centered” or
“pupil-centered” pedagogical styles that have greatly influenced our
understanding of university education and teaching (Fayombo, 2014; felder &
Brent, 2005; Yoder & Hochevar, 2005). Case studies, discussions,
discussions, classroom / blended learning, teamwork, questioning, simulation,
role-playing, games, video simulation and other use to actively engage learners
in the learning process and achieve educational outcomes. In the past twenty
years, the study raise on learning styles, theoretical and applied, at a time
of great interest, but also controversial full of opinion among both academic
experts and those who are learning independently. The concept of” style
“is displayed in psychology by Adler (Abud Kramar, 2001) in the term
“lifestyle”, but the question of style becomes a source of concern,
especially in the psychology of scientific current in the second half of the
century. Currently, the present literature frequently with theoretical models
and experimental studies designed to lead to a better understanding of how to
decipher strategies codes and methods of learning. Since the theoretical premises
that generate their authors are different. 
Moreover, a growing number of psychologists have embraced the idea that
learning styles have a great cognitive component, a personal side, and the
context of one and the premise that they started them is that the explanation
is the student’s choice of learning strategy specific at the intersection of
two areas: Context and individual characteristics.

Learning is an indispensable element of human life. No one
can survive in this world without learning. A man is a social being; he has to
learn in order to lead his life better. Learning does not mean only the product
or outcome that regulates the formal and non-formal education process as a
whole. It is a process of rebuilding experience and modifying existing
knowledge in the light of prior knowledge. Learning is one of the most
important criteria in a successful or unsuccessful educational organization
declaration. The learning method is the natural or usual pattern of a person
acquiring and processing information in learning situations. The basic concept
is that individuals differ in how they learn. The idea of ??individual learning
patterns originated in the 1970s and has greatly influenced education.
Supporters recommend the use of learning styles in education that teachers
evaluate the learning patterns of their students and adapt their classroom met
them. Although there is abundant evidence of differences in individual thinking
and methods of handling different types of information, few studies have
reliably tested the reliability of the use of learning styles in Education.
Critics say there is no evidence that determining the learning style of an
individual student produces better results.

Learning
processes vary from person to person because of biological and psychological
differences. Sitt-Gohdes (2001) sees most teachers teach the way they have
already learned. This may have frustrated many learners as they see that many
teachers do not count for many teachers. The situation is more serious in a
context where students come from diverse educational experiences and with
different cultural backgrounds.

Similarly, learners also learn in different ways, so
teachers also teach in different ways. In fact, effective teaching requires
flexibility, creativity and responsibility to provide an educational
environment capable of responding to the individual needs of the learner and
achieving good academic achievement and educational outcomes (Tulbure, 2012). According
to (Fayombo, 2014) It is important for teachers to understand the learning
styles of students as well as students to understand their own learning styles.
By understanding different learning styles, teachers may gain insights into
ways to make academic information easier for a variety of learners, and
increasing awareness of individual learning methods can help educators convey
new information in an unforgettable way (Brady, 2013). Students were aware of
their favorite learning patterns will be able to recognize the strengths and
weaknesses, by doing so; they can then develop strategies for effective
learning.

 Humans have adapted to their
environments throughout history. These adaptive patterns have allowed us to
survive in these environments. Although we have evolved as part of the
adaptation process we, as humans, are different; the concept of one size fits
all is inadequate, especially with regard to the way we learn or the learning
process. One example is the concept of learning patterns. If the instructors recognize
that students are different, assuming that, based on research on learning
theories and learning styles, that each student has a preferred learning
environment, identifying student learning patterns can provide a vision for
teachers to help facilitate a more appropriate learning environment for all
students and may improve academic performance. In
fact, recent research indicates a genetic effect, or “clock gene”,
which is associated with peak alarm time. Learning patterns have been
identified as an important component of e-learning development, delivery and
education, which can lead to improved student performance (Shih & Gamon,
2002; Davidman, 1981; Archer et al., 2003).

Graham, Garton, and gowdy (2001) said that the method of
learning was found to be an important variable in student achievement, how
students learn, teacher education, and interaction between students and
teachers (p. 31). If trainers recognize that students are different, and if
they assume, based on research on learning theories and learning styles, that
each student has a preferred learning environment, identifying patterns of
student learning can provide insights to And trainers to help facilitate a more
appropriate learning environment for all students, and potentially improve academic
performance.

The preferred way in which an
individual approaches a task or learning situation, the
learning/cognitive style or approach or strategy, has been
characterized and explained in several ways
based on a variety of theoretical models. Riding and Cheema (1991) proposed a
broad categorization of style according to
two fundamental dimensions representing the way in which
information is processed and represented: who list/analytic
and verbalizer/imager; Riding and Rayner
(1998) considered learning style within the framework of personality-centered,
cognitive centered and learning-centered approaches; two
additional examples of specific theories founded in
the approaches to learning style model are Kolb’s
Experiential Learning Theory which focuses on
grasping and transforming experiences (Kolb & Kolb, 2009) and the
Perceptual Learning Styles theory which deals with multiple
modality preferences and how individuals interact with
information and conduct learning tasks (Davis, 2007).

 Other theorists commonly provide an
overview of various models generally referred to as VAK
Visual-Auditory-Tactile/Kinesthetic; but alternatively by extension referred to
as VAP (Visual-Auditory-Physical), VARK
(Visual-Auditory-Reading-Kinesthetic) or VAKT (Visual-Auditory-Kinesthetic-Tactile)
(Felder, 1996; Felder & Brent, 2005; Fleming, 2001; Wooldridge 1995). These
authors offer a com
understand learning styles; that we process information through our sensory
modalities visual, auditory
and kinesthetic; most people possess a dominant or preferred learning style;
however some
people have a mixed and evenly-balanced blend of the three styles and finally
that no one has
exclusively one single style or preference. The present study adapted the VAK
Visual-Auditory-Tactile/Kinesthetic (or Kinesthetic) to assess the
participants’ learning styles and
categorize them into the different modes of learning styles. A very important contribution
to progress in knowledge of learning styles have been brought by classified
studies in cognitive and constructivist paradigms. They have allowed the
development of a highly prolific line of research that led to a better
understanding of this concept, which led to the development and implementation
of effective tools and techniques of intellectual work.

Smith and Dalton (2005) believe that learning is a
distinctive and usual way of acquiring knowledge, skills or attitudes through
study or experimentation, and that the learner’s approach tends to be more
stable across different learning tasks and contexts. In the same context, the
characteristics of teachers are quite diverse as their students and teaching
styles fluctuate not only to match the discipline they teach, but also the
objectives of the course, and the way they learned said by (Clark & ??Latshaw,
2012). The teaching method by definition is the teachers approach put into
practice to implement teaching and learning activities. Educational methods
affect the personality of learners, the learning environment, and the overall
implementation of classroom learning. Tucker, Stewart and Schmidt (2003)
suggests that research to address the match between learning patterns of
students and the teaching styles of teachers in education needs more attention.
In the research conducted and their participation with print workers, almost
all contributions from developed countries, particularly Pakistan, where
business schools are emerging very quickly. Therefore, research is necessary to
help teachers understand the importance and effects of teaching and learning
methods to help them determine the learning patterns of their students.
Furthermore, the results of the study help teachers to plan teaching
methodologies, approaches, and strategies that meet individual learning
patterns of students. As a result, it will facilitate teachers’ templates for
teaching methods, practicing alternatives, and transforming their strategies to
meet diverse learning situations.

Schools, institutions, colleges and universities must adopt
learning theory based on classroom approaches. Different learning theories
exist, and caution should be exercised during selection. Learning theories must
be tailored to the needs of materials, such as cognitive, behavioral, and
constructional theories. The quality of teaching is measured by the effectiveness
of the learning method followed by the chosen teacher to achieve learning
objectives in a particular subject. However, given that teachers usually do not
know which approach will be the most effective, the measure of teacher success
leaves students (Benke and Hermanson, 1988). The relationship between the
curriculum used and what students learn can be seen as a process in which
teachers’ beliefs influence about teaching strategies that in turn affect
student learning patterns.

Rudd,
Baker, and Hoover (1998) acknowledged that there are many differences between
students that are readily observable and recognizable, such as race, sex, age,
and academic ability (p. 18) and that individual learning methods are not
easily recognizable by these simple observations, That teachers tend to teach
the way they are taught and usually have a limited understanding of different
learning styles. Each person has a preferred method of learning so-called
learning method. This is a unique way to solve the particular problem. This research is used to explore
the teaching and learning styles at the graduate programs of public and private
universities.