Developing Teaching Strategies for Research Methods that are Appropriate to the Learning Styles of Marketing Communication Students

Abstract

Research methods is a key aspect of all degree programmes but is often very unpopular with students – especially marketing students. In this study we explore different learning styles and assess the degree to which these are accommodated by our existing teaching strategies. We utilise a modified Grasha-Reichmann Student Learning Styles Scale (1974) because of the scale’s ability to closely link learning styles with teaching strategies. We support this quantitative approach with depth interviews to explore issues in detail. Findings from the GRSLSS scale suggest that students learning styles are a mix of independent, dependent and collaborative, with some overall preference for collaborative. However, the qualitative data throws some doubt on the validity of the scale, suggesting much higher preferences for dependent learning. The variety of teaching strategies currently employed seems to accommodate learning styles well – confirming the importance of using a variety of teaching approaches. The research also suggests that strategies that suit dependent styles are needed early in courses in preparation for more independent and collaborative approaches. And there is an identified need to get students to develop more independence in particular. Findings also suggest that collaborative styles might not be effectively accommodated through assessment.

Keywords:

• research
• learning styles
• teaching
• higher education
• students