A Comparative Analysis of Students Learning Styles: A Case Study in Oman and Iran

Establishing a conductive learning environment constitutes a primary focus within any educational framework. Recognizing the role of students’ learning styles in educational processes, the present study endeavors to discern the favored learning styles among students in two distinct geographical contexts namely Iran and Oman.  Grasha and Reichmann’s learning style survey was employed for this purpose. In total, 206 participants (85 Iranian and 121 Omani students) responded to the questionnaire. The findings of the study indicate that the prevalent learning style among both Iranian and Omani students is the Dependent style, wherein students depend on instructions provided by the teacher rather than exhibiting innovation in completing assigned tasks. This observation exhibits the identically of teaching methods and approaches adopted within educational institutions in two distinct contexts. In other words, this similarity underscores how teaching methods and approaches can shape students’ learning style preferences. Additionally, a comparative examination of six learning styles among two gender groups in Iran and Oman reveals that the predominant style for both gender groups is the Dependent style. Whereas Omani boys demonstrated a greater inclination towards Cooperative and Participant styles compared to girls, Iranian males are more Independent and less Avoidant than Iranian females. Furthermore, the result of Chi-square test shows no meaningful relationship between the gender variable and students learning styles in two geolocaitons.