Perceptual Learning Style Preferences among Undergraduate Students of University of Environment and Sustainable Development

Abstract

Research on the preferred learning style preferences of students has become increasingly vital in the contemporary education setting. Students’ knowledge of preferred learning styles can significantly enhance the effectiveness of teaching and learning processes across various disciplines. This research employed latent class analysis as the primary analytic approach to identify unobserved heterogeneity beyond mean-level effects, while one-way ANOVA was used to examine group differences in perceptual learning style preferences. A cross-sectional research design was adopted with participants selected through convenience sampling method. Participants (N=310) consisted of 170 males and 140 females, with their ages ranging from 16 to 37 years. All participants completed the perceptual learning style preferences questionnaire which recorded a strong reliability (α = 0.905, ω = 0.924). The data were analysed using latent class analysis (LCA) followed by One-way ANOVA. The latent class analysis (LCA) revealed four distinct classes with estimated population shares of 18.2% for Class 1, 26.4% for Class 2, 40.3% for Class 3 and Class 4 comprised 15.1%. The four-class solution revealed by the LCA demonstrates that a homogeneous approach to instructional delivery will leave significant sub-groups of students disengaged. Furthermore, mean differences were examined among the four latent classes using a one-way ANOVA indicated a statistically significant effect of class membership on learning style preferences. The study recommends that management of education institutions strongly emphasise the importance of accommodating diverse learning styles to enhance student academic success.