According to some research, student performance and satisfaction students can be improved by mixing various teaching methods; also

a correlation has been shown with the application of a teaching/learning environment suiting their learning styles. (Morgan & Morgan, 2007). Morgan, K., & Morgan, M. (2007). The challenges of gender, age and personality in e-learning. The Sage handbook of e-learning research (pp. 338 -339). London.

Abu Romman (2005) investigated the effect of match/mismatch of teaching/learning styles on Jordanian secondary stage students' achievement in English. Eight hundred and three students and twenty EFL teachers participated in the study. He used Grasha's (1995) learning styles Questionnaire, which divides the learning styles into passive, dependent, cooperative, participant, competitor, and independent, to identify the participants' learning styles. An English language achievement test was developed and administered after conducting the experiment to find out students' level of achievement in reading comprehension, writing ability, grammatical structures, and knowledge of vocabulary. The results of the study revealed that there were significant differences between the mean scores of the matching and mismatching classes in favor of the matched ones. The results also revealed that matching teaching and learning styles had a positive effect on students' attitudes towards English. Abu Romman, S. (2005). The Effect of Match/Mismatch of Teaching -Learning Styles on Secondary Stage Students' Achievement in English in Jordan. Unpublished Ph. D. dissertation, Amman Arab University for Graduate Studies, Jordan.

Daoud (2008) investigated the effect of students' perception and matching instruction with cognitive style on secondary stage students' achievement in English literacy skills in Jordan. The subjects of her study consisted of one hundred and twenty female students divided into four groups. They were purposefully chosen from a high school in Amman, Jordan. She used the Group Embedded Figures Test (GEFT) to identify the students' cognitive style as Field Dependant or Field Independent. She also designed an instructional program that matched students' cognitive styles and prepared an achievement test of English literacy skills. The results indicated that the only factor that affected students' achievement in English literacy skills was matching instruction with their cognitive styles.
Daoud, J. (2008). The Effect of Students' Perception and Matching Instruction with Cognitive Style on Secondary Stage Students' Achievement in English Literacy Skills in Jordan. Unpublished Ph. D. dissertation, Amman Arab University for Graduate Studies, Jordan.

Hawk and Shaw assert that faculty who are consciously aware of both their own and their student's learning styles are able to make more informed pedagogical choices to support learning in their courses (Hawk & Shah, 2007). Hawk, T. F., and Shah, A. J. (2007). Using learning style instruments to enhance student learning. Decision Sciences Journal of Innovative Education, 5:1:1-19.

Aim To determine the predominant learning style preferences of undergraduate nursing students. Method A demographic questionnaire and Honey and Mumford's (2000a) learning styles questionnaire were administered to a purposive sample of 136 students. Results A response rate of 81% (110) was obtained. The results are congruent with UK studies, which show that the reflector is the preferred learning style of undergraduate nursing students. A 'dual' learning style category was also identified. Conclusion A mismatch between teaching style and the learning styles of students has been found to have serious consequences. A variety of modes of teaching and learning should be used to meet the learning needs of students. Understanding the learning style preferences of students can enhance learning for those who are under-performing in their academic studies. Those who are 'at risk' may be provided with individual tutorials where tailor-made supplementary learning programmes can be devised and initiated. Rassool, Goolam Hussein, and Salman Rawaf. "Learning style preferences of undergraduate nursing students." Nursing Standard 21.32 (2007): 35+.

Preferred learning styles have been shown in some cases to be correlated with academic outcomes. In a survey of 901 applied human physiology students (of both sexes), Dobson found that K learning style students performed significantly worse in the lecture portion of the course compared with V, R, and A styles. In a group of 57 dental students, El Tantawi (8) showed a significant relationship between final exam scores (in a biostatistics and research design course) and learning style preferences. Dobson JL.Learning style preferences and course performance in an undergraduate physiology class.Adv Physiol Educ33: 308 314, 2009 El Tantawi MM.Factors affecting postgraduate dental students perfor-mance in a biostatistics and research design course. J Dental Educ73:614 623, 2009

Several studies have revealed that the learners individual differences play an important role in foreign or second language learning (Chen, 2009) Also, cultural backgrounds have a strong impact on second language learning (Chen, 2009). Language learners are forced to encounter unexpected situations for learning their second language and cross-cultural experiences in language learning environments (Abraham, 2008). Chen, M.-L. (2009). Influence of grade level on perceptual learning style preferences and language learning strategies of Taiwanese English as a foreign language learners. Learning and Individual Differences, 19(2), 304-308.

Abraham, L. B. (2008). Computer-mediated glosses in second language reading comprehension and vocabulary learning: A meta-analysis. Computer Assisted Language Learning, 21(3), 199-226.

The concept of learning styles refers to the individual differences related to an individuals preference (Joy & Kolb, 2009) Joy, S., & Kolb, D. A. (2009). Are there cultural differences in learning style? InternationalJournal of Intercultural Relations, 33 (1), 69-85.

In Brunei 185 teachers' teaching styles in secondary school was compared with students' learning styles. The teachers turned out to be "fairly traditional", ie. they taught with visual and auditory methods, while their students' preferences were in the range extremely "low" or "high" in terms of sensory modalities, ie. many learned best in completely different ways than through the teacher's teaching methods (Pengiran-Jadi d, 2007). Some of these students may not be successful unless they are taught th rough hands-on- methods or by being practically involved in learning. The researcher concludes the following; "This findings suggest the need for widely diverse teaching approaches

Pengiran-Jadid, R. (2007). Learning Styles of Brunei Adolescents. I Dunn & Griggs (eds.) Synthe-sis of the Dunn and Dunn Learning Style Model: Who, What, When, Where, and So What? (121 123)NY: St. Johns University, Center for the Study of Learning and Teaching Styles.