A Participative Pedagogical Approach To Knowledge Comprehension Based On Students Preferential Learning Styles

The reciprocal nature of training efficiency and competence/productivity justifies any attempt to augment instructional training and engineering education. The shift from instructor centred training to a paradigm of autonomous learning has become more prevalent with each passing phase of educational research. This paper comparatively examines the performance of a control and experimental group on a purpose designed knowledge comprehension assessment. The use of differing pedagogical approaches facilitated the study in examining the potential for an awareness of learning style. Although taking cognizance of the heterogeneity of students, significant homogeneous patterns emerged following the administration of the Index of Learning styles (ILS) questionnaire in relation to the preferential learning styles of engineering students. Subsequent to identifying and grouping the apparent style modes, an instructional design philosophy emerged and manifested itself into the pedagogical tool utilized by the experimental group. The research discusses the development of the computer assisted participative pedagogical tool that facilitates engineering students within a ‘brain –friendly’ learning environment. The comparative evaluation of the learning experiences of both groups within the context of the cognitive and affective learning domains is also explored in this paper.