Measuring the relationship between study habits and preferred learning style in higher educations

This article proposes a new conceptual framework that describes the complex interactions between learners´ environment and the conscious information processing required to enable them to learn more effectively. The framework takes into account recent developments from neuroscience, which suggest that to improve their comprehension, learners may have to preprocess incoming information into a format (visual, auditory, read/write or kinaesthetic) which best suits their individual needs. In addition, the framework reflects the dual pathway processing, reflective or reflexive, used by learners when approaching a learning task The relationship between the students study habits and strategies and their inherent learning preference mode is examined and its impact on the students learning efficiency is postulated Finally, potential research questions and hypothesis that arise as a result of the suggested framework are identified The proposed research will further our understanding of students learning strategies and enable the building of more effective study skills support programmes and recommendations in the future.