Do Learning Style Preferences of Preservice Geography Teachers Matter in Self-Directed Learning?

Abstract

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.

Key Words:

• geography education
• geography teacher training
• learning styles
• self-directed learning
• preservice geography teachers

Additional information

Notes on contributors

Aubrey Golightly

Aubrey Golightly is an associate professor in the Geography and Environmental Education, Faculty of Education at the North-West University, Potchefstroom, South Africa.