SKBI6004 Research Methodology Second Semester 2012-2013 Research Proposal Khlaid Qasim Sbeihat

1. SKBI6004 Research Methodology Second Semester 2012-2013 Research Proposal Khlaid Qasim Sbeihat P66847

2. Topic: Learning Styles Area: 2nd Language Acquisition Title The Impact of Matching Learning and Teaching Styles on Arab Students

3. Background of the Study Instructions should respond to maximize academic performance (Dunn, 2000). “There is absolutely no reason for teachers to adopt it in the classroom” (Pashler et al, 2008). “It is morally wrong to let our students suffer as a result of mismatched instruction”. (Rahal &Palfreyman (2009)

4. Statement of the Problem There is a gap in the literature - ME Most studies identified styles but they did not investigate the impact. Much of the debate about learning styles avoids discussion about any impact on teaching and learning, or teachers and students (Fleming, 2012).

5. Problem (cont.) Students have different learning styles. Teachers are requested to match styles. Does matching maximize students’ performance? Null Hypothesis No matter and whatever the teacher tries to vary his/her teaching styles and instruction, unanticipated results are still expected.

6. Research Objectives -To investigate the impact of matching learning and teaching styles applying Pashler’s criteria (2008) on Arab students. -To explore Arab teachers’ perspectives about matching styles.

7. Research Questions 1.What is the impact of matching learning styles on Arab students’ performance? a) How do Arab students perform when their styles are matched? b) How do Arab students perform when their styles are mismatched? 2.What are the teachers’ perspectives about matching Arab students’ learning styles?

8. Literature Review “There is no strong scientific evidence to support the "matching idea” (Pashler, 2008). “There presently is no empirical justification for tailoring instruction to students’ supposedly different learning styles” (Doug Rohrer & Harold Pashler, 2012). Teachers ‘know’ about a strategy, they understand the research on why that strategy works, but they may not implement for a variety of reasons. (Matangiet al 2013).

9. LR (cont.) Matching styles in ME Abu Mughli et al (2005) Ali, Sally (2010) Ghwela, Mufidah (2010) Naqeeband Awad (2011) Al-Hourani, Alaa (2011) Sabeh, Ghadaet al (2011) Either diagnosed the learning styles or investigated match and mismatch.

10. Theoretical Framework Pashler’s Criteria (2008) 1.Divide the participants into those with style A and those with style B 2.Create learning materials types 1 and 2 3.Show that people with style A do better on materials T1 than T2, while style B do better on T2 than T1. This has almost never been shown.

11. Methodology Mixed mode method Quantitative: Questionnaire and Experiment Qualitative: Interviews

12. Context of the Study Al Nor International School located in KL Has students and teachers from different Arab countries Adopting British curriculum Teaching English as a 2nd language

13. Sample (purposeful) Arab students from different Arab countries 32 students, both males and females, aged between 14 – 15 years old Studying English as 2nd lang. in Al-Nor Intl. School located in KL. Teachers of the same students above.

14. Instrumentation Questionnaire (Reid’s 1995) Experiment Predesigned material Tasks and quizzes Interview (Teachers)

15. Data Collection Reid’s (1995) Learning Style Preferences Questionnaire to identify learners’ learning styles and to group them Pre-designed material to match learners’ styles Tasks and quizzes to measure learners’ achievement Interviews to investigate teachers’ perspectives about the idea of matching.

16. Data Analysis SPSS to analyze the questionnaire. Tasks’ results to show the impact of matching styles on learners. Interviews will be recorded and transcribed then analyzed according to respondent perspective.

17. Research Matrix

18. Thank You Merci Beaucoup