Document Type
Article
Source of Publication
Learning and Teaching in Higher Education: Gulf Perspectives
Publication Date
2-5-2013
Abstract
Dunn and Dunn (1992) have proposed that "given responsive environments, students attain statistically higher achievement and aptitude test scores in matched, rather than mismatched treatments". Therefore, matching educational settings and activities to students' learning preferences and strengths places them within their academic comfort zone, which leads to an increase in their academic motivation and achievement. Conversely, this paper proposes that a continuing mismatch between educational settings/activities and learning preferences/strengths may frustrate students and put them at a disadvantage which results in a higher level of anxiety and stress. The aim of this project is to study the relationship between learning styles, teaching methods and level of students' stress. More specifically, the effect of mismatched instruction on students' stress levels was investigated, and found to increase both physiological and psychological indicators of stress.
DOI Link
ISSN
2077-5504
Volume
10
First Page
4
Last Page
16
Disciplines
Education
Creative Commons License
This work is licensed under a Creative Commons Attribution 4.0 International License.
Recommended Citation
ALAlami, Usama; Al-Saleh, Mahaba; and Rahal, Tofi, "Stress in higher education: a study of mismatched instruction as a contributing factor in female Emirati undergraduate students" (2013). All Works. 3229.
https://zuscholars.zu.ac.ae/works/3229
Indexed in Scopus
no
Open Access
yes
Open Access Type
Gold: This publication is openly available in an open access journal/series