The document discusses a study conducted at the Babu Appat Institute of Engineering and Technology, focusing on identifying students' learning styles and implementing ICT-enabled teaching strategies to enhance learning effectiveness. Results indicated notable improvements in students' engagement, retention, and overall approach to learning, especially for those whose learning styles did not align with traditional lecture methods. The findings emphasize the need for educators to incorporate varied instructional techniques and technology to cater to diverse student needs, ultimately improving educational outcomes.

1. Babu Appat
Institute of Engineering and Technology,
University of Calicut
http://www.thepleasuresofteaching.webs.com/

2. If I cant Learn the way You
Teach Can you Teach me the
way I Can Learn?
I Can Learn?

3.  To identify the learning styles of the students.
 To design ICT enabled strategies for teaching the
subjects catering to the learning styles of students

 You have not Taught anything If the students have
not learned anything.
 To study the attitude of students towards LEARNING
after the implementation of designed strategies.

4.  The studies of Know and Jones (1995), Pamela Sims
(1997), Alkesh Patel (2000), Schroder et al. (2002)
revealed that students have different learning styles. A
teacher has to identify these different learning styles. Thus,
Teachers must use variety of techniques to satisfy the needs
of all learners.
 According to Keefe (1979), Reid (1987), Riding &
Smith (1992), S. Montgomery et al. (1996), Pat
Wayman (2003) learning styles could be used to predict
what kind of instructional strategies or methods would be
most effective for a given task. They further concluded that if
students’ styles of learning are accommodated, it can result in
improved achievement and positive attitude towards the
subject.

5.  Susan Montgomery (1994), Graff (1999), N.
Bagraktarevic et al. (2002), S.J. Rathod
(2004) emphasized use of computer software,
multimedia , hypermedia and other technology (ICT)
to match teaching and learning styles in multi faceted
settings of the classroom
 The studies of Okebukola (1986), Felder. R. et
al. (1990), Foriska (1992), Felder.R. (1993),
Tobias (1993) revealed that the use of varied
instructional strategies according to students learning
styles in science classroom results in higher
achievement and positive attitude towards the
science.

6. The present study was developmental cum
experimental in nature. Different strategies were
decided for broad spectrum of students learning
styles. Based on these strategies an intervention
program in the form of designed lesson plan was
used for the treatment of experimental group.
Pre-Test Treatment Post-test
Group 1 ……………. X O
Group 2 ……………. …………… O

7. Phases of the Study
1. The investigator used Index of learning Styles prepared by the investigator
identified learning styles profiles of the students.
2. The investigator keeping in mind learning styles profiles of the class
designed ICT enabled teaching strategies.
3. From the two sections of the Engineering (B Tech), and School of
Health Science (PG) and Teachers of these institutions
4. Various ICT Enabled tools were implemented; Responses of Teachers and
students were noted, data collected and analysed.
5. After the treatment, post-test was administered on the experimental and
control groups. The attitude scale was administered on experimental group
alone. Collected data were analyzed to study the effectiveness of the
strategies.

8. The population of the present study was the students
and teachers of various departments and affiliated
colleges University of Calicut.
The students Institute of Engineering Technology,
School of Health Sciences, Centre for Health Sciences,
Computer Centre, University of Calicut, Department of
Computer Science, University of Calicut etc also been
selected and used for the purpose.
A-View, wiziq, figs, wiki educator, blogger,co
sribbed.com, youtube.com, dailymotion.com,
piratebay.co, moodle, webs, weebly etc also has been
used.

9. Hypotheses

10. For the present study, the following tools were
used for different purposes during the study.
• Index of Learning Styles (ILS)
• Science Attitude Scale (SAS)
• Achievement Test
Data Collection
The data were collected in three phases.
• Pre-intervention phase
• Intervention phase
• Post intervention phase

11. Standardised Statistical tools has been resorted
as and when needed.

12. A. Learning Styles of the Students
 The learning style of the Engineering (B-Tech) and Health Sciences students has
been changed for the better.
 Quality of technical information they possess has been improved
 Their listening span has been bettered
 Retention capacity has been bettered
 Content quantity has also been improved
 Overall approach to learning has also been bettered.
 The same result can be expected from other students too.

13.  61% of students process new information in an active manner. More
than half of the class finds it hard to learn through the lecture
method, as they need to actively process new material.
 The majority of the students (80%) demonstrated a global preference in
understanding new material . 13% of them have strong or very strong
preference for global understanding.

14. Effectiveness of Designed ICT Enabled Teaching Strategies on
Scholastic Achievement.
Effectiveness of Designed Teaching Strategies in Terms of
Attitude towards Learning.

15.  The present study has many implications in the field of Education. Due to the
dominance of lecture based traditional instruction in teaching, many students
are loosing their interest in studies. The present study will be helpful to all
those students whose learning styles do not match with their instructors
teaching styles. Moreover, it will help to increase students’ Scholastic
Achievement.
 The results of the study will inspire all the teachers to use these types of
Strategies in their routine teaching. It is proved that project based learning
using ICT has the potential to cater diverse needs of learners. Therefore,
Science and Technology teachers especially will use more and more projects
for instruction. It is proved that integration of technology, particularly
multimedia-based technology in the classroom teaching helped to cater
different learners. Thus, teachers will inspire to use technology for their
subject teaching. The role of the teacher will shift from instructor to facilitator.
Students will be active partners in the whole teaching-learning process.

16. These types of strategies can be used for all subjects and for all levels of
education. Thereby improved achievement and positive attitude towards
the subject. The concept of learning styles should be included in the
syllabus of teacher education. The knowledge of learning styles will help
trainee teachers to understand the learners in a better way. The learning
styles profile of the students should be kept in the mind while designing
sessions plan during practice teaching.
Various learning styles inventories are used to determine the learning
styles of an individual or group of students. Most of the tools are in English
language. The investigator prepared the learning styles inventory (ILS) in
local language Gujarati. It will be very useful to local school teacher to
identify the learning styles profile of their students. Moreover, Science
Attitude Scale (SAS) prepared by the investigator can be utilized to
measure students’ attitude towards the Science subject.
The study will be helpful to state government during their in-service training
programs to realize their quality education goal. Ultimately, it can be helpful
to achieve the target of universalization of quality education.