Monday, October 18, 2010
Research Proposal
Case Study
on
Leadership Style and
Academic Achievement
In
Higher Education Institution
CHAPTER ONE
INTRODUCTION
Background of the study
There is evidence to suggest that students vary in how they receive education (Dunn&Dunn, 1979; Bargar & Cano, 1994). Torres, 1993 stated that “one of the most significant challenges university lecturers face is to be tolerant and perceptive enough to recognize learning differences among their students. Many lecturers do not realize that students vary in the way they process and understand information” (p.19). Cano and Garton (1994) suggest that learning styles plays important factors in students’ achievement. In the past studies, there are few researchers explore on the correlations in how a learner learns, measured by the learning style and how many learners learn measured by cumulative grade point average (Torres 199; Torres & Cano, 1993).
on
Leadership Style and
Academic Achievement
In
Higher Education Institution
CHAPTER ONE
INTRODUCTION
Background of the study
There is evidence to suggest that students vary in how they receive education (Dunn&Dunn, 1979; Bargar & Cano, 1994). Torres, 1993 stated that “one of the most significant challenges university lecturers face is to be tolerant and perceptive enough to recognize learning differences among their students. Many lecturers do not realize that students vary in the way they process and understand information” (p.19). Cano and Garton (1994) suggest that learning styles plays important factors in students’ achievement. In the past studies, there are few researchers explore on the correlations in how a learner learns, measured by the learning style and how many learners learn measured by cumulative grade point average (Torres 199; Torres & Cano, 1993).
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