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Learn between learning styles and teaching practices: Case of qualifying students

— In a classroom, individual differences manifest themselves in learners at two levels: a rather quantitative level, that of learning performance, and a rather qualitative level, that of the form that learners give to their learning. The notion of learning styles is therefore based on the idea that different learners have different ways of learning. That is, what can explain their success or failure is not only a question of level of efficiency, but also the different ways in which they perceive, store, process and render information, the way which they build their knowledge base. The discipline underlying thinking about learning styles is differential psychology. We will refer to it often. First, we will briefly review the work that was carried out with a view to dealing with learning difficulties by taking into account differences in efficiency. We will then present two scientific concepts that shed light on the notion of learning styles: cognitive styles and vicarious processes. Then we will present statistics specific to the work of trainee teachers at TAZA CRMEF on the dominance of learning styles in the qualifying cycle. We will end by justifying with a few examples the pedagogical adaptations recommended to take into account the styles


I. INTRODUCTION
Learning difficulties have long been conceived solely as the result of deficits in the intellectual efficiency of learners. Contemporary and part of the early days of psychology as an autonomous science, the work of Binet (Binet& Simon, 1905) was intended to identify children who, because of their cognitive deficits, were in need of special education. Individual differences were assessed according to a single dimension: mental age. However, we will do justice to Binet by noting that from this period (Binet, 1909(Binet, /1973, he had the intuition of qualitative differences when he described, for example, the different modes of operation of his two daughters, whom he probably did not suspect any debility.
Learning styles are more difficult to identify than cognitive styles, which enjoy the status of scientific constructs validated by laboratory measurements. They also suffer from the mediocre scientific quality of many models among which practicing pedagogues sometimes choose, unfortunately, according to superficial criteria, or because the model supports their preconceptions.
However, their practical and theoretical interest outweighs the flaws, which we have pointed out and which we consider provisional.
On a practical level, they allow the learner to take his personal characteristics into account. This consideration can be achieved without excessive "psychologization". For example, learning styles, because they are modifiable and vicarious, avoid confining the subject's difficulties to explanations formulated in terms of aptitudes or personality traits relatively independent of the situations. They encourage us to keep in mind that learning behaviors result from an interaction between components of the training situation and dynamic characteristics of the person.
Today, the teaching mission requires teaching practices that watch over the development of the learner's cognitive, metacognitive and socio-affective strategies in order to develop in the pupil a citizen a critical look towards himself and towards the students. other.

II. THEORETICAL FRAME
Learning strategies and styles are two distinct concepts (Wenden 1985; Oxford 1990a). Learning strategies are specific techniques or methods that learners use in learning situations to solve problems, tackle a task, prepare for an exam, or participate in ongoing activities. These strategies can be learned, and learners can consciously choose to apply a specific strategy in a given situation. In turn, learning styles are an integral part of an individual's personality and have a physiological basis. Learning strategies are implemented when the usual learning styles are ineffective in solving a problem (Riding &Rayner 1998: 11).

A-Learning strategies
Initially, research on learning strategies was initiated in order to establish a list of strategies employed by successful learners. These strategies are then taught to learners who are struggling (Naiman et al. 1978 The authors cite five factors related to learning styles (1993: 238): the classroom environment (sound or silence; soft or strong lighting; hot or cold temperature; arrangement of furniture) emotion (motivation; perseverance; responsibility; structure); social preferences (individual work, in pairs, with peers, in groups with an authoritative or accommodating adult; the need for variation or routine); physiological preferences (auditory; visual; kinaesthetic; the need to eat / drink or not when learning; the energy level during the day; the need for mobility or not); the processing trend (global or analytical; hemispherical preference: the right hemisphere of the brain is identified as intuitive, while the left hemisphere is logical; impulsive or reflective).

C-Sense of personal efficiency
The feeling of personal efficacy or self-efficacy is a psychological theory developed by Bandura (1977Bandura ( , 1997. This notion is defined as "beliefs in one's ability to organize and execute actions necessary to produce expected results" 3 (Bandura 1997: 3). Madeline Ehrman (1996: 137) interprets this notion in the field of education, particularly language learning, as "the extent to which the learner thinks he is capable of facing the learning challenge".
According to Bandura (1997), the construction of SEP has its source in four factors: active experiences of mastery (mastery experiences), social learning (vicarious experiences), persuasion by others (social persuasion) and physiological and emotional (physiological arousal).
-Active mastery experiences mean that successes serve as an indicator of capacity and therefore build a strong belief in self-efficacy, while failures undermine it.
-Social learning is the assessment of one's own abilities against those of others. The individual draws conclusions from observing the actions of other people. These are the subjects whose characteristics (age, sex, etc.) are the closest who are most likely to be sources of information.
Persuasion by others means trusting others in their abilities. It is easier for someone to maintain a sense of effectiveness, especially when faced with difficulties, if other significant people express their confidence in their abilities.
-Physiological and emotional state means that in assessing their abilities, a person relies in part on the information conveyed by their physiological and emotional state, especially when their activity concerns health, physical activities and stress management (Lecomte 2004).

Research by Jay Jackson (2002) and Johan Ferla, Martin
Valcke and GilberteSchuyten (2008) shows that MS has a positive correlation with academic achievement. The important effect of this feeling in the school situation is thought to be due to its motivational aspect which affects the actions of learners. In view of the results of the cited research, we can hypothesize that learning styles and strategies appropriate or inadequate to the learning situation can increase or decrease the SEP which, in turn, provides the learner with information. so that he adjusts (or not, if he does not wish) his subsequent actions by aiming for other successes. Our study aimed to test this working hypothesis.

D-Teaching style
By drawing inspiration from the work of Blake and Mouton, in terms of management, we can identify 4 styles of teaching representative of observable teaching practices, from a two-dimensional model (attitude towards the subject, attitude towards towards learners).

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Transmissive style: the teacher communicates as much information as possible in the allotted time. His presentation directly transposes a written text without adapting it to circumstances and to the public -Incentive style: the teacher is constantly concerned with involving individuals, he asks for ad hoc responses, but without effective use ("riddle" questions.
-Associative style: the teacher only grants relative trust to the learners. He intends to make them work, but does not expect much from this collaboration, he does not promise effective help, he "corrects" and "corrects" -permissive style: the teacher remains passive, even lax. He is content to fill the time allotted to him without real consideration for the learners and for the objectives

III. METHODOLOGY
In our methodological framework we have formed a heterogeneous group of students, of 134 students who belong to the three branches of secondary education (first year of the baccalaureate), namely:  We founded our theory through three different questionnaires: In the first ; We used the Learning Styles Index test as a support which was published by Richard Felder (educator) and Barbara Soloman (psychologist) in 1991.
The test is available online, it contains 44 to reflect the learning styles of the students Secondly, we distributed a questionnaire on learning strategies And third, we asked our sample about their preference in teaching style.

IV. RESULTS
The results of our experimentation showed: for the kinesthetic style also because of the concrete and palpable experiments practiced by this branch.

A-Regarding the learning style
For the literary branch the dominant and auditory style which is explained by the nature of the narrative and the historical and philosophical aspect of the branch against the economist who are heterogeneous even for their learning styles

B-In relation to the learning strategy
We have classified the learning strategies according to the preferences of the students in relation to each branch.
The results mentioned in table 4 show that for each category of students, a learning strategy dominates which reflects the construction of knowledge on the one hand and the nature of the content addressed by the teachers on the other hand of which we note that the cognition is dominant among scientists against memorization for literary people and comprehension for economists.
In the context of our research, therefore, students seem to be much more interested in unusual and new activities than in activities that are supposed to be adapted to their learning style or old.
Conducted with our sample of 134 students who responded to a Table 5 questionnaire on the factors influencing their motivation, reveals the importance of using a variety of teaching strategies to capture students' attention and arouse their curiosity. The results of this research show that in addition to the personality of the teacher, the use of a variety of instructional strategies positively influences the motivation to learn of students. Conversely to learning strategies, students' appreciation of teaching styles was differently marked. table 6 The preferred teaching styles are then, the incentive and the social; the non-preferred styles are the transmissive and the permissive despite the skills targeted by the latter.
Indeed, according to Sauvé, Debeurme, Wright, Fournier and Fontaine (2007), diversified educational activities offer students the possibility of making choices and breaking up the routine while promoting their motivation to learn, other than the use of strategies. diversified teaching methods to respond to the divesification of learning styles and from the same perspective offer motivating content for students and have a positive effect on their academic success and perseverance.

V. CONCLUSION
In this article, we have focused on a set of learning styles and learning strategies based on several studies from cognitive psychology or social psychology. These styles and strategies were linked to the students' perception and their representations of the learning content in order to identify the favorable factors. From the results obtained, we have shown that there are certain relationships between teaching styles and strategies and the feeling of success or failure. In other words, it is from a clear and well-founded definition of the characteristics.
of learners that we can propose a teaching approach likely to strengthen motivation and a factor in academic success.
In the same perspective, the results of the experiment confirmed that the search for a teaching strategy is based on the connection of four parameters directly linked to the prerequisites, to the cognition and to the psychology of the pupils, namely: The nature of the content offered, the degree of motivation and attraction of the students, the level of reflection and analysis of the students and the learning style recommended by each of the students.
However, the identification of learning styles should allow an optimal use of skills, more effective communication and the constitution of better performing teams at work, as well as a differentiation of the teaching strategy to respond to the variety. learning strategies to advance and perform all high.