The significant differences in the level of teaching performance, anxiety and academic achievement among AL- Quds Open University students, teachers according to their preferred learning styles

Abstract

This study aimed to identify the preferred learning approaches of teachers, students who continued their education at AL- Quds Open University. It also examined the significance differences in the level of teaching performance, anxiety and academic achievement, according to their preferred learning styles. The researcher applied the learning styles scale and observation checklist and teaching anxiety scale after its validity and reliability have been tested (verified) on a stratified sample consisting of 201 teacher students who registered at the practical course at Education Program in the first semester of the academic year 2014/2015.

Results showed students' learning styles, arranged according to their priority of preference, as stated below:  visual, visual-audio, audio-visual-kinesthetic, visual-kinesthetic - auditory, and audio- kinesthetic respectively. The study also indicated the following remarks or points: There were statistically significant differences between the means of teaching performance scores according to the variable of preferred learning styles in favor of visual style, the mean of teaching anxiety was with a visual-audio-kinetic focus, and at the academic achievement level, no significant differences observed.