Tóm tắt Luận án Teaching towards primary students’ learning styles

INTRODUCTION 1. Rationale for the study The Resolution No. 29 - NQ/TW of the 8th Plenum of the 11th Party Central Committee issued requirements for radical and comprehensive innovation of education and training to meet the demands of industrialization and modernization in the context of socialist-oriented market economy and international integration. The required tasks are: "To continue the innovation of teaching and learning methods towards modernization and promotion of students’ costiveness, activeness and creativeness in knowledge and skill application to overcome traditional teacher-based approach with students’ unconscious memory. It is crucial to “focus on teaching students’ learning and thinking strategies to encourage their self-study; thereby they can update and develop their own knowledge, skills and capacity". To perform the ordered tasks, the Ministry of Education and Training has been implementing plans to build a general school education program after 2015. The mission of the program is not only to provide students with important knowledge and skills but also to develop their necessary capacities so that they can succeed in current and lifelong learning tasks as well as can lead their lives and make significant contributions to society. One of the teaching approaches which can meet the educational trend after 2015 is differentiation-oriented teaching. Differentiation requires the teaching process to optimize each student's capacity by creating situations that best suit them. This strategy can be implemented based on students’ capacity, interest and learning styles (LS). The teaching models based on students’ LS help teachers make lesson plans and curriculum which best access to students, so teachers can support students achieve better academic results and improve their attitudes towards learning. However, currently this teaching approach has not really got the desired results for many subjective and objective reasons. From the above reasons, the study on "Teaching towards primary students’ learning styles" is necessary in order to determine a theoretical model of teaching based on learning styles, thereby determining basic orientations for applying in teaching practice in primary schools. 2. Research Objectives To build a teaching process based on students’ learning styles to improve the teaching quality in primary schools. 3. Research subjects and objects 3.1. The subject of the study: The teaching process in primary schools 3.2. The objects of the study: The relationship between teaching and learning styles of primary school students. 4. Hypothesis If a teaching process based on students’ LS which is logical, scientific and consistent with characteristics of primary students can be constructed, it will promote students’ strengths in receiving, processing, searching and analyzing information and knowledge, thereby enhancing their learning capacity. 5. Research tasks 5.1. Study theoretical and practical backgrounds of teaching based on students’ learning styles in primary schools. 5.2. Build a teaching process based on students’ learning styles in primary schools. 5.3. Apply the constructed process in designing lesson plans for the subjects of Science, History and Geography in primary schools. 5.4. Conduct pedagogical experiments to check and confirm the feasibility of the proposed process. 6. Scope of the research 6.1. Content: Study learning style-based teaching model according to VARK model (Neil Fleming) and its application in teaching History, Geography and Science in primary schools. 6.2. Location: Surveys for teachers were conducted in 6 provinces including Yen Bai, Thai Nguyen, Phu Tho, Thai Binh, Bac Kan, Cao Bang and experiments were carried out in three primary schools in the area of ​​Northeast of Vietnam, namely Hop Thanh Primary school - Hop Thanh commune - Phu Luong district - Thai Nguyen province; Le Loi Primary School - Bac Giang city - Bac Giang province and Be Van Dan Primary School - Nghia Lo district, Yen Bai province. 6.3. Experimental subjects: Experiments were conducted with 73 students in grade 4 (control group of 71 students) and 75 students in grade 5 (control group of 72 students). 7. The methodology and research methods 7.1. Methodology Operation theory-based approach; Structure-based approach; Capacity-based approach. 7.2. Research Methods Theoretical research methods; Empirical research methods. 7.3. Other research methods 8. Supporting arguments 8.1. Teaching based on students’ learning styles is a teaching approach with certain principles, processes and techniques to help students develop their strengths in the learning process and maximize their learning capacity, thereby improving the quality and effectiveness of the teaching process. 8.2. There are many teaching models based on students’ LS but VARK is the best suitable for primary students because it fits the students’ physiological characteristics and conditions for implementation in Vietnam primary schools. 8.3. VARK-based models can be defined by a toolkit consisting of 16 questions which are adjusted to fit the characteristics of Vietnamese primary students. 8.4. VARK-based teaching models should be designed according to the following principles and requirements: Ensure students’ special personalities; Ensure standards and disciplines of the subjects; Develop students’ capacity and ensure practicality. 8.5. VARK-based teaching models will be effective if they are designed reasonably, scientifically and specifically. 9. The contributions of the thesis 9.1. In terms of theory Based on the analysis, systematization and inheritance of the previous studies on learning styles, the thesis has supplemented and clarified further concepts, classification, importance and theoretical background of learning styles and teaching based on students’ learning styles in order to make contributions to the theoretical system of teaching based on students’ learning styles in Vietnam. The thesis studied and evaluated available learning-style-based models to select the most suitable one for Vietnamese primary students. It also determined the principles of teaching based on students’ LS, applied and adjusted the toolkit identifying learning styles of Vietnamese primary students. In addition, the thesis constructed a teaching process based on students’ LS which consists of 3 stages with 6 specific steps. 9.2. In terms of practice The thesis has analyzed and clarified the status of primary students’ LS and teaching activities based on students’ LS in some primary schools; identified the factors affecting the quality of the teaching process based on students’ LS. The obtained results showed that teachers had not been really interested in designing lesson plans based on learners’ styles, so students did not have opportunities to promote their own strengths. The thesis could provide teachers with effective methods and strategies for teaching based on students’ LS. 10. The organization of the dissertation In addition to the introduction, conclusion and recommendations, the thesis included three chapters: Chapter 1. Theoretical and practical background of teaching based on students’ learning styles in primary schools. Chapter 2. The teaching process based on students’ learning styles in primary schools. Chapter 3. Pedagogical experiments Chapter 1 THEORETICAL AND PRACTICAL BACKGROUND OF TEACHING BASED ON STUDENTS’ LEARNING STYLES IN PRIMARY SCHOOLS 1.1. Literature review Since the appearance of the term "learning styles" (LS), there have been many studies on the learning styles according to the following basic trends: First of all, theoretical studies have been conducted in the UK, the US and Western Europe since the twentieth century and resulted in different concepts and measuring tools. The second trend is the studies on applications of LS in teaching and learning. The final one is the studies on the development of measuring tools; statistics and exploration of types of LS. The previous studies on teaching based on students’ LS remained some limitations as follows: Firstly, analysis and clarification of the basis of teaching based on students’ LS was not solved. Secondly, there has been a lack of identical classifications of students’ LS in each stage of development (of different grades) according to a suitable model. Thirdly, the importance of LS in the teaching process has not been analyzed clearly and evaluated specifically and systematically. Fourthly, the construction of teaching processes and teaching strategies based on students’ LS has not been studied systematically, deeply and thoroughly. Lastly, the differences of characteristics of students’ LS at different grades and the factors affecting their formation and development have not been determined. From the literature review presented above, the dissertation should deal with some issues expressed in the following questions: 1) What teaching approach should be followed by teaching towards learning styles? 2) What classification should be used to study the status of primary students’ learning styles? 3) What are the characteristics of primary students’ learning styles? 4) What principles should teaching towardsprimary students’ learning styles follow? 5) What teaching methods, forms and techniques are effective and suitable? 1.2. Learning styles 1.2.1. Definition of learning styles a) Style According to the Vietnamese dictionary, style is "the way of living, working, acting and behaving to create a unique manner of each person or a certain kind of people”. b) Learning styles Learning styles (LS) are distinctive, outstanding and relatively stable expressions of each student during the reception, processing, research and analysis of information and knowledge in learning activities in a specific environment. 1.2.2. Classification of learning styles According to Coffield, learning styles can be classified into 5 groups: Classification based on senses - related to genetic – environment factors; LS reflecting the internal characteristics of the cognitive structures; LS reflecting stable personalities; learning styles as flexible advantages in learning; LS as learning strategies and approaches. In addition, Cynthia Ulrich Tobias categorized LS into 5 different models based on specific factors: the methods of the brains – to recognize how the brains operate; Priority to learning environment – to design ideal learning environments; Types of memory – to build effective memorization strategies; Information processing based on analysis and synthesis – to distinguish effective studying methods and skills; Theory of multiple intelligences – to distinguish 7 types of intelligences. 1.2.3. VARK learning style model Neil Fleming’s VARK model was formed in 1987. - VARK model is easy to understand and apply, so it has been world-widely used in education, especially for little students. - VARK model belongs to the group of LS related to senses with stable neurophysiological basis - it is closely related to specific psychological function corresponding to each lobe (area) in the cerebral cortex. - At primary schools, it is difficult for students to define their own LS. Therefore, it is convenient to use VARK model to apply and adjust the available toolkits surveying learning styles in accordance with the characteristics of Vietnamese primary students, thereby providing them with the most effective learning strategy. - The studied objects in primary schools are often natural and social things and phenomena which are familiar and closed to students’ daily life so that they can perceive those objects in a particular way. - In recent years, many organizations and research centers have designed software exploring students’ learning styles based on VARK model which have been used widely and received positive feedbacks. 1.3. Teaching towards students’ learning styles 1.3.1. The importance of teaching towards students’ learning styles a) For learning process - Promote most of learners’ learning potential; - Define appropriate learning methods to achieve the best learning performance and to get better scores in exams; - To reduce stress of learners; - To provide learners with additional effective learning strategies. b) For individual learners - To improve students’ self-confidence and self-esteem; - To promote most of students’ cognitive abilities and skills; - To fully exploit the brain power of each individual; - To acutely aware of their own strengths and weaknesses, thereby promoting the positives and overcoming the drawbacks; - To form positive motivation for learning. 1.3.2. Factors affecting students’ learning styles Factors affecting students’ learning styles include environment, feeling, society, physiology and psychology. 1.3.3. Educational and physiological bases of teaching towards students’ learning styles a) Educational bases: differentiated teaching approach b) Neurophysiological bases: 1.4. Characteristics of the senior students of primary schools 1.4.1. Characteristics of cognitive process 1.4.2. Physiological characteristics 1.4.3. Characteristics of types of primary students’ learning styles 1.4.3.1. Visual learning style Students enjoy observing facial expressions and body languages of the teachers to understand the lessons. They like to sit in the front position in the classroom and to work with the learning materials in colors, images, charts, graphs or maps. They usually make learning plans by writing their task lists in sticky notes. They have ability to think in pictures and remember visual things quickly. To give feedback to teachers, they prefer displaying information to expressing in words. 1.4.3.2. Auditory learning style Students prefer direct oral exchange; they are sensitive to voice, volume and intonation. They can remember and understand information more deeply if it is read out. They would rather listen to the verbal instructions rather than view pictures and maps. They are interested in using rhythm to memorize information, listening to teachers’ explanation and work with audio materials, books. 1.4.3.3. Reading/Writing learning style Students like to exchange and receive information in writing; Information must be presented in words so that they can remember it deeper. They prefer to write down their ideas, feelings, and attitudes; they like reading to acquire new information. They would like teachers to use the projector with the letter channels. 1.4.3.4. Kinesthetic learning styles Students like to participate in practical learning activities, experiments, field observations; to use their hands during learning task performance (touch, operate, etc.); to discover the world around them. They also enjoy learning games, role-play games and physical activities such as running, jumping and dancing. They like to hold their friends’ shoulders when learning in groups. They prefer to combine body languages with gestures and facial expressions to address certain information content and often move fingers through words when reading texts. To memorize information, they often rewrite it many times and move during study. The characteristics of each type of learning styles above are the direct bases for proposing teaching processes and strategies based on students’ learning styles in primary schools. 1.5. The status of teaching towards students’ learning styles in primary schools + The participants in the survey on learning styles comprise 650 pupils in grades 4 and 5 in the primary schools of 4 provinces, namely Bac Kan, Bac Giang, Thai Nguyen and Yen Bai. The statistical results showed that there were three types of learning styles of primary schools, including visual learners, auditory learners and kinesthetic learners; each student had a dominant style or mixed many styles to create a unique combination between their strengths and innate ability. + The surveys on 1000 teachers got relatively homogeneous results of teachers’ rather accurate perceptions about students’ learning styles. However, the application into their teaching process was limited and ineffective because there had not been a specific instruction for teaching based on students’ learning styles and teachers did not know which teaching methods and strategies were appropriate and effective. Conclusion of Chapter 1 1. There have been many scientific studies on theoretical issues of LS, construction of toolkits to investigate students’ LS, thereby offering suggestions of appropriate methods to enhance the quality of learning. However, these studies mainly focused on adults instead of primary students. 2. Learning styles are distinctive, outstanding and relatively stable characteristics of individual students during the reception, processing and analysis of information in learning situations. The attempt to determine students’ learning styles as well as to recognize individual strengths in order to help students take full advantages in receiving and applying knowledge in the learning process contributes to maximize students' learning capacity. 3. The cognitive characteristics of senior students in primary schools are described as follows: Cognitive activities become purposeful, complex and differentiated; intentional attention gradually dominates; intuitive and visual memory is remained; intentional memory starts to develop but its effect depends on the attractiveness of the documents and students’ favorite forms; creative imagination begins to develop; analytical thinking and synthesis are also formed. Generally, all cognitive activities of students at this stage are much affected by emotion. In addition, their personalities and abilities are still on potential and will be uncovered and develop if they are influenced by appropriate factors. Students’ learning styles vary along their stages of development. Primary students’ learning styles are being formed and have a certain relationship with their cognitive and personality characteristics. Therefore, this thesis chose the learning style model based on physical and sense factors, which is appropriate to Neil Fleming’s classification. 4. The knowledge and application of students’ learning styles play a very important role in helping teachers adjust teaching activities to fit students’ characteristics, contributing to maximize their academic potential; in addition, students can adjust their learning methods to promote the strengths and overcome the weaknesses. However, in fact, teachers have not been interested in this teaching model and students have not had opportunities to study in accordance with their own learning styles. The reason is that teachers are not fully aware of students’ learning styles, their application as well as do not know how to design teaching aids based on the students’ learning styles; the necessary conditions for teaching based on learning styles are limited. Chapter 2 TEACHING PROCESS AT PRIMARY SCHOOLS BASED ON STUDENTS’ LEARNING STYLES 2.1. The rules of planning teaching process based on learning styles (LS) Making sure to promote students’ strengths Making sure to promote students’ competency Promoting teachers’ roles such as organizing, orientating, supporting and facilitating. Making sure of flexibility. Making sure of feasibility and effectiveness. 2.2. Teaching process towards students’ learning styles according to VARK The general process of teaching based on students’ learning styles includes 3 stages: Stage 1: Preparing Stage 2: Organizing teaching process (6 steps) Stage 3: Evaluating (Evaluating the learning process and the learning result) Diagram 2.1. Teaching process based on students’ LS according to VARK 2.2.1. Stage 1: Preparing Step 1: Recognizing students’ LS according to VARK We adjusted the VARK questionnaire version 7.1 shown on Flemming’s website to create a survey form about learning styles with 16 VARK questions which are suitable for Vietnamese primary students’ characteristics. Step 2: Designing lesson based on students’ LS * Preparing: Study the objectives and contents of the unit to properly choose what to teach in accordance with teaching based on students’ learning styles. Hereinafter are some suggested contents: 1) Find out the characteristics and features of an object; find out the reasons and expressions of an object or a phenomenon. 2) Form the formulae of calculating geometric shapes; form concepts. 3) The units that contain knowledge which can be studied by many learning materials such as newspaper, pictures, recording, videos, etc. 4) Revision or summary which can be taught in self-orientating lessons (in which students are allowed to choose what to do and what to report). 5) The students’ activities of testing and evaluating: the regular evaluating activities during the process (testing students’ expressing competence by various methods). * Designing lessons: - Design a plentiful learning material resource to meet students’ learning styles: In order to design the learning material resource, we have to: + determine the content to teach after studying the unit. + choose a method (dividing instructing process/dividing teaching materials) + create new learning materials based on learning styles (visual material, auditory material, letter, television, etc.) to enrich the resource. - Design learning activities based on students’ learning styles: In order to design learning activities properly, we have to keep in mind what are the best for each style of learning. + Visual learners (V): They are able to remember what they have seen and they prefer visual instructions. They learn with their eyes. Therefore, the most effective way of introducing any assignments must include pictures. Then, teachers can ask them to do the assignment while observing pictures, maps, diagrams, cartoons, posters and illustration. + Auditory learners (A): They are able to remember what they have heard and they prefer auditory instructions. So, the assignment for these learners should be listening to recordings, discussing and oral reporting. + Reading and Writing learners (R): They seem to remember and understand information quickly if they can read it or write it down. Thus, teachers should design written tasks which students have to read and make written reports. + Kinesthetic learners (K): They learn by touching and manual tools. They are attracted to moving actions. Therefore, they will learn better if they can: play games that require body movements; make a model; follow the instructions to create something, conduct experiments. - Choose and use teaching methods, forms, and techniques which are suitable with teaching based on students’ learning styles: Use corner-based or contract-based technique. 2.2.2. Stage 2: Organizing teaching process Step 1: Setting out situations or questions. Step 2: Assigning tasks for groups of students to explore, searching and receiving knowledge according to VARK. Step 3: Organizing, instructing and supporting those groups to form knowledge themselves. Step 4: Asking students report the results. Step 5: Requiring students to evaluate the results. Step 6: Evaluating the process of forming knowledge; adding and making it accurate. 2.2.3. Stage 3: Evaluating Teachers use the “RAFT” technique to evaluate the process of learning and its result. Students are allowed to present the content of the lesson by a lot of ways after having studied and discussed in groups. Technique RAFT includes 4 factors: - Role (R): the role of the person who represents information. - Audien (A): the people whose attention the representative wants to draw. - Format (F): the type and the way of expressing information chosen by the representative. - Topic (T): the topic and the content of the information chosen to be explored and performed. This technique helps to promote learners creative thinking and to motivate them in completing assigned tasks because it responds the variety of learning styles. Students are allowed to choose what and how to learn (games, images, presentations, advertisements, formula, instructions, etc.) Based on teaching process and teaching techniques at primary schools, as well as the content of several units in Science, History and Geography of grade 4 and grade 5, the researcher designed some samples of lessons. Conclusion of Chapter 2 1. Teaching towards students’ learning styles is one of the most effective ways of teaching which may attract students and help them to study with excitement. However, in order to apply this technique successfully, teachers should be aware of basic rules of teaching (e.g. paying attention to individuality; making sure of delivering the complete content of the lesson; making sure of developing students’ competence and making sure of feasibility and effectiveness). 2. If a teacher wants to use this technique effectively, he/she has to follow a certain teaching process which is specific, detailed, scientific, and interesting to students. There are 3 main stages of the process: 1) Preparing; 2) Organizing teaching process based on students’ learning styles; 3) Evaluating. 3. With a view to motivate students in learning and encourage them to explore knowledge by themselves while developing their strong points, teaching techniques and methods must be chosen and applied in such a creative way that can meet students’ learning styles. However, all of these methods and techniques should only be regarded as some suggestions. Teachers have to adjust these methods and techniques flexibly to make them suitable for their students, their schools, and their abilities so as to reach the best result in teaching, in general, and teaching at primary schools, in particular. Chapter 3 PEDAGOGICAL EXPERIMENT 3.1. An overview of experiment process 3.1.1. The purpose of the experiment The experiment was conducted with an aim of proving the feasibility and effectiveness of teaching process and technique based on students’ learning styles in Science, History and Geography lessons at primary schools. 3.1.2. The content of the experiment Several lessons of Science, History and Geography of grade 4 and grade 5 were taught following the teaching process and technique based on students’ learning styles at primary schools. 3.1.3. The objectives of the experiment In order to make sure of the objectivity of the experiment, we decided to pick up experimental classes and collating classes which are equal in numbers of students, students’ competence by using a placement test at the beginning of the school year as well as studying their recorded data through years. Teachers who were chosen in the experiment are equal in years of teaching, experience and achievements. The schools where the experiments took place are: Hop Thanh primary school (Phu Luong, Thai Nguyen); Be Van Dan primary school (Nghia Lo, Yen Bai); Le Loi primary school (Bac Giang city, Bac Giang). 3.1.4. The plan and the method of conducting the experiment The experiment was conducted in 2 phases. - Phase 1: Exploring experiment from week 3 to week 7, school year 2014-2015. - Phase 2: Impacting experiment from week 8 to week 15, school year 2014-2015; from week 28 to week 31, school year 2015 – 2016. The process of conducting the experiment was as following: 1) Testing and evaluating before conducting the experiment. 2) Training teachers and students who take part in the experiment. 3) Conducting the experiment. 4) Testing and evaluating after conducting the experiment. 5) Analyzing, comparing and collating the results of step 1 and step 4. 3.1.5. The criteria and the scale of the experiment Table 3. 1 Criteria and scale of the experiment No. Content Evaluating method 1 The level of awareness and skills - Used a written test (scale from 0 to 10). - The test results were quantitatively analyzed by SPSS software. 2 Students’ competence: - Self-studying - Problem-solving - Communicating - Co-operating - Studied students’ products after activities (discussing worksheet, notebooks) - Studied students’ learning activities. - Studied the teachers’ viewpoints on students (using observing form). 3 The costiveness and activeness of students while taking part in learning activities Observed and analyzed students’ learning activities during lessons. 4 The interesting and satisfying level of students towards learning activities Observed students’ learning attitude and interviewed them (directly/indirectly). 3.2. Exploring experiment (Phase 1) After having observed some lessons, we delivered several lesson based on students’ learning styles in Science, History of grade 4 and grade 5 at Hop Thanh primary school (Phu Luong, Thai Nguyen). The result of this phase proved of the feasibility and the effectiveness of the proposed teaching process. 3.3. Impacting experiment (Phase 2) This phase of the experiment was carried out at Hop Thanh primary school (Phu Luong, Thai Nguyen) and two other schools (Le Loi primary school and Be Van Dan primary school). The result was analyzed in both quantitative and qualitative ways. As a consequence, it can be confirmed that teaching based on students’ learning styles brings to us certain benefits. 3.4. The result of the impacting experiment 3.4.1. The summary of the result Table 3. 2 The result of two groups after the experiment No. Quantities Experimental group Collating group 1 Mean 7.35 6.27 2 Median 7 6 3 Mode 7 6 4 Standard deviation (StD) 1.12 1.33 5 Coefficient of variation (CV) 0.15 0.21 6 ES 0.81 The table showed that the experimental group got better mark than the collating one. The comparing result of constant data, discrete data and correlation testing proved that: the teaching method and technique based on students’ learning style is feasible. The proposed hypothesis was proved to be true. 3.4.2. The evaluation of the result The achieved result after two phases of the experiment pointed out that: teaching based on students’ learning styles brings to us certain benefits which were proved by the interest of students during the lessons. Also, students were able to understand the lesson deeply. They participated in the learning activities actively. They were allowed to choose how to present the knowledge and way of thinking according to their learning styles. Thus, they became more self-confident and their competence was formed and developed. Therefore, teachers should be trained to be aware of the learning styles and how to apply the teaching method based on students’ learning styles to motivate students during the lesson and maximize the students’ competence whilst complete the teaching targets. Conclusion of Chapter 3 1. In comparison to the result of the placement test, the final result was much better in both quality and quantity aspects. In details, the number of students who got good mark increased and the number of student who got bad mark decreased in experimental classes compared to those in collating classes. It can be considered as evidence to prove the feasibility of teaching based on students’ learning styles in primary schools, in general, and in teaching Science, History and Geography, in particular. 2. The proposed teaching method, technique and process based on learning styles according to VARK was received and applied specifically by both teachers and students at primary schools. For teachers, they got to know a new approaching way and realized the importance of teaching based on students’ learning styles. For students, they were interested in studying with their own styles and, at the same time, improving their academic achievements. These results confirmed the high feasibility of the proposed thesis. Chapter 4 CONCLUSION AND RECOMMENDATIONS 1. Conclusion 1. LS comprises individual student’s typical properties that are relatively stable in the reception, treatment, and analysis progress of information in learning situations. LS-based teaching has been under study and implemented in many countries, but remains novice in Vietnam’s context without a universal coverage, especially at the primary level. 2. Student’ LS-based teaching gives many absolute advantages. Once teachers understand their students’ learning style, hence design certain learning activities suitable to certain groups of LS; their learning progress is stepped up; intrinsic potential is promoted; learning interests are triggered, and positive learning motives are made to be formed. 3. Students’ LS is formed as soon as at primary level, so it is necessary to identify and foster LS orientation for the sake of their development in strength. 4. There are many classifications of LS patterns in the world. For students at primary level whose perceptions are more inclined to specific visual–of sensory nature, the dissertation has adopted the LS patterns proposed by Neil Feming as a basis for the procedural development as well as for the suggestions of LS patterns, teaching techniques to meet the learners’ LS. 5. For teaching based on learner’s LS to be effective, a scientific process and certain principles of teaching must be followed and complied with. In addition, the identification of LS and construction of facilities that supports teaching and match LSs are important and indispensable. 6. As shown by the empirical results, by dint of LS-based learning, students were interested and active in the cognitive process while were able to promote self-learning and problem-saving capacity, hence forming and acquiring new knowledge. In addition, students have the opportunity to assert themselves through feedback, self-assessment with many different forms of expression. The results confirmed that the process of teaching and learning based on LS and teaching methods and techniques prove feasible and highly effective. 2. Recommendations 2.1. For managerial educators Constructing thematic enhancement modules on LS-based teaching for teachers to be knowledgeable of their students’ learning style, LS-based teaching; strengthening guidelines and requiring in-charge teachers to plan for discovery and survey on learners right at the beginning of the year. On that basis, building teaching plans that useactive methods of teaching impacting students’ learning style to contribute to improvements in teaching effectiveness. 2.2. For primary school teachers Teachers must constantly enhance their knowledge, especially that of students’ learning style. During their teaching process, in addition to the employed teaching methods based on students' LS, there is a great need for exchanges and experiences from mistakes in professional divisions to overcome the deficiencies and limitations simultaneously to promote the advantages gained. 2.3. For training institutions of primary school teachers In the training program for students majoring in elementary education, it is necessary to develop themes for LS-based teaching so that students can be furnished with theoretical knowledge of LS as well as LS-based teaching.