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Abstract
This manuscript describes a comprehensive research project in which the teaching styles of 22 Bruneian primary- and 185 secondary-school teachers were compared with the learning styles of their respective primary (n = 282) and secondary (n=755) students. The teachers' teaching styles narrowly ranged from Somewhat Traditional to Traditional, two classifications on the Teaching Style Inventory (Dunn & Dunn, 1993), indicating that they frequently taught through lectures and required readings. In contrast, their students evidenced a wide range of perceptual preferences that extended from extremely low-, to only peripheral-, to integrated- to extremely-high ...