Preferred Learning Styles of Criminology Students

Abstract

Over the past decades, knowledge on the students’ learning styles gained interest among educators. Several studies considered learning styles as predictors to academic performance. This study aimed to investigate on the learning styles of criminology students of Cor Jesu College. It employed descriptive quantitative research design using the instrument developed by Andrew D. Cohen, Rebecca L. Oxford, and Julie C. Chi. Results showed that the respondents were visual, introverted, random-intuitive, closure-oriented, particular, synthesizing, sharpener, deductive, field-independent and reflective. They also considered themselves as both metaphoric and literal. The respondents were also consistent when it came to preferred learning style regardless of sex, except for field-independent for males and field-dependent for females. Hence, it can be argued that the respondents can easily be grouped according to their preferred styles. The result served as a useful feedback to students to maximize their potentials and preferences and for teachers to tailor their teaching strategies in line with the learning styles of the students. On a larger scale, it is important that in the revision of curriculum the school should consider the learning preferences of the students for it to be adaptive, effective and relevant.