This research paper examines a way of evaluating the Pedagogical Variation Model (PVM, Rogers 2013) for Learning and Teaching Information, Communication Technology (ICT) in the Natural Sciences, Biology and Chemistry. The methodology of this innovative international collaborative research is survey-based involving the distribution of a specific evaluation questionnaire (Rogers, 2013) regarding the identification of four learning styles to match with four teaching strategies, namely constructivist, self-directed, collaborative, and instructivist, based on a pedagogical leadership paradigm inspired by the two concepts of leadership namely:
(i) Transactional (task-giving) and
(ii) Transformational (empowering / motivational) developed by researchers Avolio, Bass and Jung (2000).

The PVM Evaluation Questionnaire elicits students responses to the matching of e-learner teaching preferences according to their preferred learning styles. The sample population included eight (8) students of the technical course students in Chemistry, enrolled in Organic Chemistry classes. These were face-to-face classes during the academic semester 2024/2 (from August/2024 to November/2024).

The PVM is constructed with a graphical design known as the Boston Matrix consisting of four quadrants where one such matrix format, regarding learner characteristics, is based on two strands, namely:
(i) their collaborative capabilities and
(ii) their knowledge construction and practical skills.

A second Boston Matrix Format elucidates pedagogical leadership characteristics of teachers / lecturers, namely:
(i) Transactional (task-giving) and
(ii) Transformational (empowering / motivational).

These two matrices are then ´matched´ quadrant by quadrant, where the evaluation questionnaire elicits from research respondents in the sample population the preferences of students regarding different teaching strategies.

In conclusion, when the research outcomes are analysed and interpreted there is evidence which indicates that the concept of pedagogical leadership is of vital significance for increasing retention rates, thereby decreasing drop-out, attrition rates, by elucidating that in educational environments “one-size” does not fit all, but rather the importance of a flexible, relevant teaching approach is vital to meet the needs of differing student capabilities fit for success in the 21st Century.

Keywords: Instructivist, constructivist, pedagogical variation model, chemistry, attrition rates, retention rates, ICT.