Study Results, A Question of Styles, Strategies, or (mis) Matching?

Abstract

The purpose of this study is to gain a better understanding of the factors that influence students' academic performance and also to improve teaching. The background to the study is the transition from elite to mass education in universities. It is based on the academic performance of 21 students during the first year of a teacher education. Based on academic performance, the study examines what distinguishes a high-performing, middle and a low-performing group with respect to learning styles preferences and approaches to learning. Using descriptive statistics and phenomenographic methodology, the study shows that those who are most successful use deep strategies and have auditory / visual dominant perceptual preferences. The low-achievers use surface strategies, have tactile or kinesthetic dominance and display a lack of confidence in their studies as a result of the earlier failure. This article discusses how the results can be explained and why they may be of interest to today´s university education and teacher education.