The Journal of Research ANGRAU

Research Note
J.Res. ANGRAU 36(1) 42-45, 2008
LEARNING AND TEACHING STYLES OF STUDENTS AND FACULTY
OF HOME SCIENCE IN ANG RANGA AGRICULTURAL UNIVERSITY
V. SELVIYA AND CH. VENU GOPAL REDDY
Department of Agricultural Extension
Acharya N.G.Ranga Agricultural University,
Rajendranagar, Hyderabad - 500 030
The learning and teaching have strong implication on each other. The narrower the
gap between teachers intention and learners interpretation, the greater the chances of achieving
desired learning out comes. Further, the studies have indicated that bridging the gap between
teachers and learners perceptions will maximize the class room experience (Waman, Girase
and Desai, 2000). Effective matching between teaching and learning styles can only be
achieved when teachers are aware of their students needs, capacities, potentials and learning
style preferences. Keeping this in view, a study was conducted to analyze the learning and
teaching styles of the students and faculty of Home science in ANG Ranga Agricultural
University.
Ex-post facto research design was adopted. The state of Andhra Pradesh, ANGRAU
and Home Science faculty were selected purposively. A total of 106 respondents i.e. 56 UG
Students , 18 PG students and 32 Faculty were selected as the sample of investigation.
Interview schedule was prepared to measure the learning style. It consists of four learning
styles i.e. active and reflective, sensing and initiative, visual and verbal and sequential and
global. The schedule consisted of 44 questions. A set of eleven questions represent each
style. For each question two options were computed i.e., a and b. The learner chose one
from the available options.
The learning style of the respondents was decided based on the maximum number
of selected options from the concerned set. In case of teaching style, instrument contains
25 items. A set of five items represent each style. The items were rated on a five point
continuum of agreement starting from strongly agree and ending with strongly disagree. The
teachers were placed in the appropriate style based on the average scores obtained in the
respective sets of statements. The maximum and minimum possible scores were 25 and
05. A maximum score of 25 and a minimum score of 06 was obtained in the study. The
respondents were divided into low, moderate and high categories. Frequnecies and
percentages were calculated and tabulated.
It was evident from table 1 that 75.00 per cent of the UG students were sequential
learners and 72.22 were visual learners. The percentage of sensing learners was 67.85 and
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