Congruence between learning styles of Cree, Dene and Metis students, and instructional styles of Native and non-Native teachers
To ascertain possible differences and similarities in learning styles of Cree, Dene (Chipewyan), and Metis students and the instructional styles of Native and non-Native teachers in northern Saskatchewan, Canfield's Learning Styles Inventory was administered to 280 grade 7-9 students (81 Cree, 65 Dene and 134 Metis) and Canfield's Instructional Styles Inventory to 79 teachers (15 Natives and 64 non-Natives). Results showed significant differences on four scales of learning style, indicating Dene students were less negative towards a competitive learning situation ; were least negative towards learning through written materials ; and had less preference for learning by direct experience than Cree or Metis students. Findings also indicated that non-Native teachers more strongly preferred to teach from logically and clearly organized materials than did Native teachers, and that Native teachers were more likely to encourage students to work independently. Although both Native and non-Native teachers were congruent on more than 650f all instructional learning components with all student groups, it was found that native teachers were congruent with all student groups at a higher percentage and on a greater number of components than was true for non-Native teachers.