Problem Solving and Time: Functions of Learning Style and Teaching Methods

Abstract

The purpose of the two studies reported in this paper was first, to investigate the interaction between occupational therapy students' learning styles and teaching methods on their problem solving ability and the amount of time they needed to learn outside of class; and second, to replicate in Israel the original study conducted in the United States, to validate the findings in another culture. In support of the hypothesis, results from multiple regression analyses using problem solving and time as dependent variables showed significant interactions of teaching methods and individual learning styles in both studies. Occupational therapy students in “matched” conditions (reflective learning style in lectures and active learning style in group discussions) performed better on problem solving measures and needed less time to learn outside class than those in the opposite “mismatched” conditions. The results also indicate that to achieve criterion level in a specific subject matter, time is used to compensate for “mismatch” of individual aptitudes and learning environment. Implications of the findings on planning learning programs are discussed.

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