DESIGNING LEARNING ACTIVITIES TO MATCH STUDENT LEARNING STYLES

Abstract

This study investigates the effects of designing learning activities to match student learning styles, according to the Grasha-Riechmann typology, in the context of presentation assignments. The findings suggest that matching instructional method designs with learning styles is more likely to enhance learning effectiveness and evoke an enjoyment in learning, rather than a mismatched approach. The matching effect is also observed in peer evaluation.