Student participation is essential to preventing students from dropping out of school. Participation at a high level in the classroom is defined not only by student academic achievement, but also by their background, expectations, and guidance from family, classmates, and teachers. Emotional connections with learning, teachers, schools, and peers precede student participation. In this conceptual article, the researchers will highlight the gap between what has been previously explored and what this study seeks to confirm. Student engagement has been linked to learning styles (active-reflective, visual-verbal, sequential-global, and sensing-intuitive) and teaching styles (expert style, formal authority style, role model styles, facilitator style, and delegator style). However, very little study has been undertaken to evaluate whether students' cultures influence their classroom participation. The purpose of this conceptual study is to examine the extent to which cultural background may or may not increase student classroom involvement. Five cultural components, namely power distance, masculinity, ambiguity tolerance, individualism, and long-term orientation, will be examined to determine whether or not they moderate the relationship between learning styles and student involvement.
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In-Text Citation: (Zulkarnain et al., 2022)
To Cite this Article: Halif, M. M., Hassan, N., Muhamed, A. A., Rahim, N. N. A., Abu Bakar, M. Z., & Hassan, M. F. (2022). The Moderating Effects of Teaching and Cultural Variables on the Relationship between Learning Styles and Student Engagement. International Journal of Academic Research in Business and Social Sciences. 12(6), 397– 404.
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