Abstract: The purposes of this study are 1) to identify
learning styles of university students in Bangkok, and 2) to study
the frequency of the relevant instructional context of the identified
learning styles. Learning Styles employed in this study are those of
Honey and Mumford, which include 1) Reflectors, 2) Theorists, 3)
Pragmatists, and 4) Activists. The population comprises 1383
students and 5 lecturers. Research tools are 2 questionnaires – one
used for identifying students- learning styles, and the other used for
identifying the frequency of the relevant instructional context of
the identified learning styles.
The research findings reveal that 32.30 percent - are Activists,
while 28.10 percent are Theorists, 20.10 are Reflectors, and 19.50
are Pragmatists. In terms of the relevant instructional context of the
identified 4 learning styles, it is found that the frequency level of
the instructional context is totally in high level. Moreover, 2 lists of
the context being conducted most frequently are 'Lead'in activity
to review background knowledge,- and 'Information retrieval
report.' And these two activities serve the learning styles of
theorists and activists. It is, therefore, suggested that more
instructional context supporting the activists, the majority of the
population, learning best by doing, as well as emotional learning
situation should be added.