Assessing learning styles of student teachers at federal college of education

The purpose of this study was to determine learning styles of student teachers at Federal College of Education in order to develop teaching strategies in them. Another purpose of this study was to find out if there is a significant difference on learning preferences among student teachers class wise and gender wise. Grasha-Riechmann learning style survey (LSS) was used to assess the learning styles preferences of student teachers this (LSS) was divided into six learning styles (independent, avoidant, collaborative, dependent, competitive, and participant. Population of this study was students at Federal College of Education. Sample of this study was randomly selected 230 student teachers. Data were collected from the student teachers by means of (LSS).Data was analyzed by using (SPSS) in terms of mean, independent sample t-test and ANOVA, the reliability of the inventory was 0.85 (Cronbach's Alpha). Results suggested that student teachers at Federal College of Education are low on independent, dependent participant learning styles, high on avoidant, collaborative and competitive learning style. Gender wise female student teachers are significantly better on all dimensions of (LSS) except avoidant and on class wise comparison there is a significant difference on all the dimensions of (LSS) among the classes.