Literature Review

In a diverse society, culture has an integral influence on the preferred student’s learning

styles and ultimate learning outcomes. Omidvar & Tan (2012) define culture as the “shared

motives, values, beliefs, identities, and interpretations or meanings of significant events that

result from common experiences of members of collectives that are transmitted across

generations”. These cultural differences has a profound influence on learning styles. Learning

style refers to an “individuals’ characteristic ways of receiving, processing and retaining

information” (Omidvar & Tan 2012, p.9). These could include visualization, memorization,

reasoning logically or simply through simply seeing and hearing (Gündüz & Özcan, 2010).

Various studies have explored the relationship between learning styles and cultural preferences.

Various research studies have explored the influence of culture on the student’s learning

styles. A research study by Nostratinia et.al (2014) emphasizes that cultural background strongly

influences the preferred learnings styles of students in a learning environment. In a study

conducted on one hundred and forty eight male and female learners between the ages of 19 and

32, Nostratinia (2014) found that a learning environment that encourages mistakes and limits

embarrassment in the process of learning reduces anxiety in the process of learning.

Another study by Liang (2013) compares the preferred learning styles of Canadian and

Chinese University students. The study established clear culture related differences between the

learning styles of the participants. The Canadian students appeared more collaborative, active

and experimentation oriented. On the other hand, the Chinese students preferred the behaviorist

oriented teaching approaches dominated by lecturing. Further, according to the study, the

Chinese culture tendency to prioritize on respect for authority and reliance on the ideals of the

past great thinkers greatly shape the Chinese student’s learning styles (Liang, 2013). Due to the
culture-related differences in learning styles, (Liang, 2013) points out that Canadian students are

more likely to act as social agents and work more with others while the Chinese students are

more likely to watch, listen and take instructions from their teachers.

Another study by Zhang (2023) explores how culture in United States and China has

influenced learner’s behaviors in the learning environment. Chinese students tend to solve

problems by themselves while American learners opt for group discussions (Zhang, 2023).

Further, it established that Chinese students are accustomed to passive knowledge while

American students are exposed to practice knowledge at an early age (Zhang, 2023). The

American way of learning is liberal compared to the Chinese way. While American students are

taught to explore knowledge on their own, they perform worse compared to Chinese students

who prioritize grasping whatever is taught in class (Zhang, 2023).

Manipuspika (2020) carried out a research on EFL Indonesian learners to understand

their learning styles. The study found that over 50% of respondents preferred visual mode while

the other learners preferred either auditory, kinesthetic or bimodal. The study attributed the

differences in the learning styles to the cultural and customary differences among the students.

Further, Manipuspika (2020) emphasizes that the preferred learning styles are difficult to

change. However, both teachers and student can harness these styles can be utilized to enhance

the learning outcomes of an individual.

A research by Omidvar & Tan (2012) found a positive link between the cultures of the

students and their preferred learning styles. In a research study involving 450 student

participants, Omidvar & Tan (2012) established that Arabic students learn more actively than the

students from Turkish and Cypriot backgrounds do. Further, the study established that the native

language of the student has a huge influence on their preferred learning styles. Omidvar & Tan
(2012) recommends that teachers and educators in general should adopt variety of teaching styles

to cater for the differential learning styles of the students. This is in line with the emphasis by

Marvi (2023) that instructors should portray a high degree of self-awareness and critical thinking

to facilitate effective learning in the contemporary multi-cultural learning environments.

Another study by Emejidio & Junior (2020) investigated the relationship between the

teaching styles and the preferred student learning strategies. The study emphasizes that learners

have diverse learning styles that influence their preferred learning strategies and ultimately their

learning outcomes. Further, 61% of the participants in the study preferred multimodal learning

styles (Emejidio & Junior, 2020). This finding affirm the need for teachers to encourage students

to adopt diverse learning styles and strategies to enhance their learning outcomes.

Oruwari & Francis (2021) discusses a study carried out in Nigeria amongst accounting

learners in senior secondary school. The study had a sample of 300 learners in a mixed-gender

educational institution. Both qualitative and quantitative techniques were used in data collection

and analysis. Oruwari & Francis (2021) acknowledged the differences in learning styles that

arise from their cultural background, past experiences and the characteristics and the students.

The results of the study showed that learners performed better if the teaching method matched

their learning style. Further, Oruwari & Francis (2021) established that students performed

better when they have created a better understanding of the strengths and the weaknesses of

their personal learning styles. This study reinforces the need for teachers to understand the

diverse learning styles of their students and to work to promote diversity and inclusion in the

classroom.

Fostering a Culturally sensitive learning environment

 According to Marvi (2023) and Manipuspika (2020), teachers should be well aware of the

multicultural nature of their classroom environments. Failure to demonstrate cultural sensitivity

in teaching may expose students to unnecessary stress thus negatively influencing their learning

outcomes. Teachers should take deliberate steps to foster culturally sensitive learning

environments. According to Marvi (2023), teachers should provide constructive feedback, foster

a collaborative environment and openly encourage diversity of views and perspectives. This will

help foster a safe learning environment where each student can freely air views without fear of

reprimand. Further, Nostratinia et.al (2014), emphasize that learners should be encouraged and

assisted to develop a range of learning styles and match their learning strategies to their preferred

styles.

Further, students should be aware of the limitations of their preferred learning styles. This

will allow them to compensate for the limitations of their leaning styles by adjusting their

strategies (Nostratinia et.al, 2014). Manipuspika (2020) however emphasizes that the students

should prepare themselves to adopt to any learning condition and techniques used by the lecture/

teacher. This demonstrates that enhancing the learning outcome in the face of diversity in

learning styles requires joint efforts between the educator and the educators and the students.
 References

Emejidio, C., & Junior, G. (2020). Students’ learning styles and preferred teaching styles in

Philippine classroom. International Journal of Psychosocial Rehabilitation, 24(04), 2725-

2734. https://doi.org/10.37200/ijpr/v24i4/pr201380

Liang, Y. (2013). A comparative study of Chinese ESL university students' learning styles and

Canadian university students' learning styles. https://doi.org/10.24124/2013/bpgub1599

Gündüz, N., & Özcan, D. (2010). Learning styles of students from different cultures and

studying in Near East University. Procedia-Social and Behavioral Sciences, 9, 5-10.

Manipuspika, Y. S. (2020). Learning styles of Indonesian EFL students: Culture and

learning. https://doi.org/10.31235/osf.io/j8vwe

Nosratinia, M., Mojri, Z., & Sarabchian, E. (2014). Exploring the relationship between efl

learners’ language learning styles and strategies. International Journal of Language

Learning and Applied Linguistics World, 5(2), 253-264.

Omidvar, P., & Tan, B. H. (2012). Cultural variations in learning and learning styles. Turkish

Online Journal of Distance Education, 13(4), 269-286.

Oruwari, & Francis. (2021). Preferred learning styles of accounting students in senior secondary

schools in IMO state, Nigeria. Journal of Education and

Practice. https://doi.org/10.7176/jep/12-35-02