The Impact of Matching Learning-Teaching Styles on Students’ Academic Achievement

Article History: Purpose: The primary aim of the current study is to identify whether there is a significant difference between students’ academic achievements and the matching of students’ learning styles to the teaching styles of their instructors. Research Methods: This research was designed as a survey study and employing the quantitative research methodology. The participants consisted of 479 students enrolled in a course titled “Introduction to Computers”. The Grasha-Riechmann Learning Styles and Teaching Style Inventories were used to identify the students’ dominant learning styles and instructors’ dominant teaching styles. Received: 18 Oct. 2020 Received in revised form: 09 Dec. 2020 Accepted: 27 Feb. 2021 DOI: 10.14689/ejer.2021.92.19