Artykuły w czasopismach na temat „Learning style”
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Ali, Muhammad, Emzir Emzir i Zainal Rafli. "THE EFFECT OF LEARNING PROBLEM BASED LEARNING (PBL) AND TASK BASED LEARNING (TBL) LEARNING MODELS AND LEARNING STYLE TO SKILL WRITING NARRATION". IJLECR - INTERNATIONAL JOURNAL OF LANGUAGE EDUCATION AND CULTURE REVIEW 3, nr 2 (1.12.2017): 112–21. http://dx.doi.org/10.21009/ijlecr.032.010.
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The purpose of this research to examine the influence of learning models and learning styles to the skills of writing narrative essay students of the second semester of the Indonesian Language Studies Program University PGRI Palembang. This research used experimental method with two way ANAVA design with level of α = 0,05. This study shows the result that; (1) Student narrative writing skills taught by PBL models are better than those taught by the TBL model, (2) Student narrative writing skill with FI learning style is better than those who study with FD learning style, (3) interaction Between learning models, learning styles, and narrative writing skills, (4) The results of the writing skills of students who have Field Independent learning styles and learning styles with PBL learning models are better than their narrative writing skills that have Field Independent learning styles and learning with learning models TBL, (5) The result of students writing skill with Field Dependent learning style and learning with PBL learning model is not better than their learning style having Field Dependent learning style and learning TBL learning model. Based on the results of the study it can be concluded that the PBL learning model is more effective than the learning model of TBL in learning narrative writing skills. Learning styles can also influence narrative writing skills because of the interaction between learning models, learning styles and narrative writing skills.
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Bawalsah, Joseph Awwad, i Amer Hani Haddad. "Preferred Learning Styles among Students with Learning Disabilities". International Journal of Education 12, nr 3 (25.09.2020): 119. http://dx.doi.org/10.5296/ije.v12i3.17265.
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Students with learning disabilities (LD) can benefit more in school contexts when they are allowed to learn according to their preferred learning style. The purpose of this study was to identify preferred learning styles in 10th-grade students with LD and to determine whether these styles differ according to gender and Grade Point Average (GPA). A quantitative design through questionnaires and personal interviews were applied, 184 students completed self-report questionnaires for defining their learning style, and were interviewed for LD diagnosis. Results revealed that 45 students of them were at risk of having LD, and that kinesthetic and auditory learning styles were the most preferred styles among them, and these styles were correlated to gender between males and females, and correlated to GPA as students with higher achievement prefer kinesthetic and auditory learning styles respectively. The presence of LD managed to predict the preferred learning style according to gender and GPA, as males with LD preferring the auditory learning style managed to have better GPA compared to other students with LD, while females with LD who preferred kinesthetic learning style managed to have a better GPA compared to other females with LD. Findings were discussed according to the current educational practices adopted by teachers in schools compared to desired practices that should be compatible with preferred learning styles.
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Muslim, Fachruddiansyah, Ekawarna Ekawarna, Aminah Ramalia, Ricky Purnama Wirayuda i Diki Chen. "Learning Intensity and Visual Learning Style on Learning Outcomes". Journal of Education Research and Evaluation 6, nr 2 (28.06.2022): 385–96. http://dx.doi.org/10.23887/jere.v6i2.40312.
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Learning activities do not have to be done for a long time. Good learning intensity is carried out regularly will make learning activities a habit. The learning process also needs to be supported by a learning style that suits the characteristics of students. This study aimed to analyze the intensity of learning-on-learning outcomes, visual learning styles on learning outcomes, and learning intensity and visual learning styles on learning outcomes. This type of research is quantitative with a descriptive quantitative approach. The sample used was 65 students with purposive sampling. Data collection method using questionnaire and documentation. The instrument used is a questionnaire. Data analysis techniques are qualitative descriptive analysis, quantitative, and inferential statistics. The results showed a significant effect of learning intensity on learning outcomes in macroeconomic theory courses. There is a significant effect of visual learning style on learning outcomes in macroeconomic theory courses. There is a significant influence between visual learning styles on learning outcomes of macroeconomic theory courses. There are significant effects of visual learning style on learning outcomes of macroeconomic theory courses. It is concluded that there is a simultaneous influence between learning intensity and visual learning style on learning outcomes in macroeconomic theory courses.
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Minhas, Rafia, Noor Shahid, Zain Gulzar, Sana Zafar i Shahmain Shahzad. "Assessment of Ideal Learning Style among Medical Students using VARK Learning Approach". Journal of Bahria University Medical and Dental College 11, nr 03 (30.06.2022): 157–61. http://dx.doi.org/10.51985/jbumdc202234.
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Objective: Learning styles are important in the learning process so that students can learn in shorter time according to their preferred style. The objective of this study is to observe ideal preferred learning style among medical students and the association of the academic year with the preferred learning style. Study Design and Setting: A cross-sectional study was conducted at Central Park Medical College, Lahore, Pakistan from September 2021 to December 2021. Methodology: VARK learning approach was used to identify the ideal learning style. The data was collected using systematic sampling from 148 medical students. The frequency distribution of various preferences of the students was given. Distribution of gender and academic year across their ideal learning style was observed. The association of categorical factors with preferred style was tested using Chi-square test with a level of significance of 5%. SPSS version 26 was used for data analysis. Results: About 64.8% of the students who participated in the study were female. Nearly 44.6% of the students liked the single modal learning style. Approximately 58% of students prefer K-learning style. Reading was seen as least popular single modal. About 7.4%% of the students liked quad/ multi-modal learning styles. Conclusion: The most preferred learning style among students was the single learning style. Among single learning styles most of the students preferred kinesthetic followed by aural. The least preferred learning style was found to be quad-modal. Gender and academic year were significant associated factors for preferred learning style.
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Triastuti, Endang, i Putu Sudira. "The Influence Of Achievement Motivation, Teaching And Learning Style Towards Textile Learning Outcomes". Journal of Educational Science and Technology (EST) 5, nr 3 (12.11.2019): 212. http://dx.doi.org/10.26858/est.v5i3.9284.
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This study aims at revealing the influence of: (1) teaching style towards textile learning outcomes, (2) learning styles towards textile learning outcomes, (3) the effect of from teaching style, learning style, and achievement motivation towards textile learning outcomes, (4) the significance of teaching style, learning style and, achievement motivation towards textile learning outcomes for individual or group. This research can be categorized as quantitative study with a correlational model. The data analysis used multiple regression analysis techniques. The results of the study showed that (1) there is a positive and significant influence of teaching style towards textile learning outcomes, (2) there is a positive and significant influence of learning styles towards textile learning outcomes, (3) there is a positive and significant influence from teaching style, learning style, and achievement motivation towards Textile learning outcomes, (4) the influence of teaching style, learning style and achievement motivation were 26.6% and the rest was coming from other factors.
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Lee, Seongju, i Heejeong Jeon. "The Effect of Learning Style on Learning Motivation and Attitude of College Students". Korean Society of Culture and Convergence 44, nr 12 (31.12.2022): 249–62. http://dx.doi.org/10.33645/cnc.2022.12.44.12.249.
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The purpose of this study was to examine the distribution and pattern of learning style preferences of college students and to investigate the effect of major learning styles on their learning motivation and learning attitude. To achieve the purpose, the Perceptual Learning Style Preference Questionnaire was conducted for college students. Learning styles were divided into perceptual learning types (visual, auditory, tactile, and kinetic style) and social learning types (group and individual style). The responses of 514 were used, and using SPSS 27.0 program, cross tabulation analysis and multivariate analysis were conducted. The results of the study are as follows: college students generally preferred visual and group types. Male students preferred group styles, and female students preferred individual styles. The most variable period for learning style of college students was assumed the third school year. More than half the students showed over two major learning styles. Finally, the higher the number of major learning styles, the higher learning motivation and learning attitude.
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Heffler, Bo. "Individual Learning Style and the Learning Style Inventory". Educational Studies 27, nr 3 (wrzesień 2001): 307–16. http://dx.doi.org/10.1080/03055690120076583.
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Perry, Chris. "Learning Styles and Learning Outcomes. Based on Kolb's Learning Style Inventory". Set: Research Information for Teachers, nr 1 (1.06.1996): 1–4. http://dx.doi.org/10.18296/set.0896.
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Winalda, Egatri, i Ristiono Ristiono. "The Relationship Between Learning Styles and Cognitive Competencies in Biology Learning". Thinking Skills and Creativity Journal 5, nr 1 (2.01.2022): 12–16. http://dx.doi.org/10.23887/tscj.v5i1.37933.
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The problem often faced in the learning process is the low learning outcomes obtained by students. One of the factors that influence student learning outcomes is learning style. The observations show that teachers rarely use varied learning methods, models, and media. At the time of learning, each student did not understand their learning style (modality). It can cause an imbalance between students' learning styles and the models, methods, or learning media used by the teacher, causing low cognitive competence in students. This study analyzes the relationship between students' learning styles and cognitive competence. This research is a descriptive study. The total sample is 121 students—data collection techniques using learning outcomes tests, questionnaires, and documentation. Data analysis in this study used the Pearson Product Moment correlation formula. Correlation testing is done by using the t formula to determine whether the correlation coefficient is significant or not. The percentage contribution of students' learning styles on students' cognitive competence was analyzed using determinant coefficients. Based on the research that has been done, it is found that there is no significant correlation between learning styles and students' cognitive competencies. The dominant learning style is the visual learning style, then the kinesthetic learning style, and the least is the auditory learning style. This study concludes that there is no significant relationship between learning styles and students' cognitive competencies.
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Al-Janash, Dr Basher Taher. "Perceptual Learning Styles Preferences of EFL Students". مجلة جامعة صبراتة العلمية 2, nr 2 (31.12.2018): 47–28. http://dx.doi.org/10.47891/sabujhs.v2i2.84.
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The present study aimed to identify the perceptual learning styles preferences of a total of 105 students of English as a foreign language. It also aimed to examine the differences in learning styles preferences among the students according to their gender (male/female). The Perceptual Learning Style Preferences Questionnaire (PLSPQ) created by Reid (1985) was used as a main instrument for collecting the data required. For analysing the data collected, the descriptive statistics and the independent-sample T-test have been used. The results showed that tactile style, auditory style and kinaesthetic style are major learning styles for the participants. While visual style, group style and individual style are minor learning styles. The results also showed that there are no significant differences among the students in all learning styles preferences attribute to their gender.
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Chen, Chyun-Chyi, Po-Sheng Chiu i Yueh-Min Huang. "The Learning Style-Based Adaptive Learning System Architecture". International Journal of Online Pedagogy and Course Design 5, nr 2 (kwiecień 2015): 1–10. http://dx.doi.org/10.4018/ijopcd.2015040101.
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In the current study of learning process that show learners will take a different way and use different types of learning resources in order to learning better. Any many researchers also agree that learning materials must be able to meet the various learning styles of learners. Therefore, let learners can effective to improve their learning, for different learning styles of learners should be given different types of learning materials. In this paper the authors propose a learner's learning style-based adaptive learning system architecture that is designed to help learners advance their on-line learning along an adaptive learning path. The investigation emphasizes the relationship of learning content to the learning style of each participant in adaptive learning. An adaptive learning rule was developed to identify how learners of different learning styles may associate those contents which have the higher probability of being useful to form an optimal learning path. In this adaptive learning system architecture, it will according to different learning styles given different types of learning materials and will according to learner's profile to adjust learner's learning style for providing suitable learning materials.
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Pashler, Harold, Mark McDaniel, Doug Rohrer i Robert Bjork. "Learning Styles". Psychological Science in the Public Interest 9, nr 3 (grudzień 2008): 105–19. http://dx.doi.org/10.1111/j.1539-6053.2009.01038.x.
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The term “learning styles” refers to the concept that individuals differ in regard to what mode of instruction or study is most effective for them. Proponents of learning-style assessment contend that optimal instruction requires diagnosing individuals' learning style and tailoring instruction accordingly. Assessments of learning style typically ask people to evaluate what sort of information presentation they prefer (e.g., words versus pictures versus speech) and/or what kind of mental activity they find most engaging or congenial (e.g., analysis versus listening), although assessment instruments are extremely diverse. The most common—but not the only—hypothesis about the instructional relevance of learning styles is the meshing hypothesis, according to which instruction is best provided in a format that matches the preferences of the learner (e.g., for a “visual learner,” emphasizing visual presentation of information). The learning-styles view has acquired great influence within the education field, and is frequently encountered at levels ranging from kindergarten to graduate school. There is a thriving industry devoted to publishing learning-styles tests and guidebooks for teachers, and many organizations offer professional development workshops for teachers and educators built around the concept of learning styles. The authors of the present review were charged with determining whether these practices are supported by scientific evidence. We concluded that any credible validation of learning-styles-based instruction requires robust documentation of a very particular type of experimental finding with several necessary criteria. First, students must be divided into groups on the basis of their learning styles, and then students from each group must be randomly assigned to receive one of multiple instructional methods. Next, students must then sit for a final test that is the same for all students. Finally, in order to demonstrate that optimal learning requires that students receive instruction tailored to their putative learning style, the experiment must reveal a specific type of interaction between learning style and instructional method: Students with one learning style achieve the best educational outcome when given an instructional method that differs from the instructional method producing the best outcome for students with a different learning style. In other words, the instructional method that proves most effective for students with one learning style is not the most effective method for students with a different learning style. Our review of the literature disclosed ample evidence that children and adults will, if asked, express preferences about how they prefer information to be presented to them. There is also plentiful evidence arguing that people differ in the degree to which they have some fairly specific aptitudes for different kinds of thinking and for processing different types of information. However, we found virtually no evidence for the interaction pattern mentioned above, which was judged to be a precondition for validating the educational applications of learning styles. Although the literature on learning styles is enormous, very few studies have even used an experimental methodology capable of testing the validity of learning styles applied to education. Moreover, of those that did use an appropriate method, several found results that flatly contradict the popular meshing hypothesis. We conclude therefore, that at present, there is no adequate evidence base to justify incorporating learning-styles assessments into general educational practice. Thus, limited education resources would better be devoted to adopting other educational practices that have a strong evidence base, of which there are an increasing number. However, given the lack of methodologically sound studies of learning styles, it would be an error to conclude that all possible versions of learning styles have been tested and found wanting; many have simply not been tested at all. Further research on the use of learning-styles assessment in instruction may in some cases be warranted, but such research needs to be performed appropriately.
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Liao, Chechen, i Shu-Hui Chuang. "Assessing the Effect of Cognitive Styles with Different Learning Modes on Learning Outcome". Perceptual and Motor Skills 105, nr 1 (sierpień 2007): 184–90. http://dx.doi.org/10.2466/pms.105.1.184-190.
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In this study, similarities and differences in learning outcome associated with individual differences in cognitive styles are examined using the traditional (face-to-face) and web-based learning modes. 140 undergraduate students were categorized as having analytic or holistic cognitive styles by their scores on the Style of Learning and Thinking questionnaire. Four different conditions were studies; students with analytic cognitive style in a traditional learning mode, analytic cognitive style in a web-based learning mode, holistic cognitive style in a traditional learning mode, and holistic cognitive style in a web-based learning mode. Analysis of the data show that analytic style in traditional mode lead to significantly higher performance and perceived satisfaction than in other conditions. Satisfaction did not differ significantly between students with analytic style in web-based learning and those with holistic style in traditional learning. This suggest that integrating different learning modes into the learning environment may be insufficient to improve learners' satisfaction.
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Liu, Yang. "The Effects of Learning Style and Learning Strategies in Vocabulary Learning". Learning & Education 10, nr 5 (13.03.2022): 101. http://dx.doi.org/10.18282/l-e.v10i5.2688.
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Vocabulary is the most difficult and biggest task for second language learners. Everyone has his own learning style and
strategies in second language learning. For second language learners, it is necessary to clarify their own learning styles and choose
suitable and effective vocabulary learning strategies. This paper aims to analyze the effects of learning style and strategies in L2
learners’ vocabulary acquisition.
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Hasibuan, M. S., L. E. Nugroho, P. I. Santosa i S. S. Kusumawardani. "A Proposed Model for Detecting Learning Styles Based on Agent Learning". International Journal of Emerging Technologies in Learning (iJET) 11, nr 10 (27.10.2016): 65. http://dx.doi.org/10.3991/ijet.v11i10.5781.
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A learning style is an issue related to learners. In one way or the other, learning style could assist learners in their learning activities if students ignore their learning styles, it may influence their effort in understanding teaching materials. To overcome these problems, a model for reliable automatic learning style detection is needed. Currently, there are two approaches in detecting learning styles: data driven and literature based. Learners, especially those with changing learning styles, have difficulties in adopting these two approach since they are not adaptive, dynamic and responsive (ADR). To solve the above problems, a model using agent learning approach is proposes. Agent learning involves performing activities in four phases, i.e. initialization, learning, matching and, recommendations to decide the learning styles the students use. The proposed system will provide instructional materials that match the learning style that has been detected. The automatics detection process is performed by combining the data-driven and literature-based approaches. We propose an evaluation model agent learning system to ensure the model is working properly.
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Huang, Chih, i Qi Zheng. "How teaching style influences learning effectiveness through learning motivation". International Journal of Research in Business and Social Science (2147- 4478) 11, nr 6 (12.09.2022): 468–77. http://dx.doi.org/10.20525/ijrbs.v11i6.1933.
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This study investigates the relationship between teaching style and learning effectiveness and further examines the mediating effect of learning motivation in the relationship between teaching style and learning effectiveness. This study adopted the undergraduate students of University A in China as the research sample and conducted a quantitative survey to test the hypothetical relationship between these variables. The results showed that (i) the teacher-centered teaching style significantly negatively affected professional knowledge. (ii) the student-centered and the eclectic-centered teaching styles significantly positively affected professional knowledge and comprehensive ability, respectively. In addition, the hierarchical regression technique was used to examine the mediating effect of learning motivation. The findings revealed that (iii) intrinsic learning motivation had a partial mediating effect on the relationship between teaching style (student-centered and eclectic-centered teaching style) and learning effectiveness (professional knowledge and comprehensive ability). (iv) extrinsic motivation partially mediates the relationship between student-centered teaching style and learning effectiveness (professional knowledge and comprehensive ability).
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Rahayu, Siti, i Rahman Cahyadi. "Experimentation of NHT And TPS Learning Model Using CTL Approach Towards Mathematics Learning Outcomes Viewed from Student Learning Styles". International Journal of Trends in Mathematics Education Research 2, nr 4 (30.12.2019): 215–18. http://dx.doi.org/10.33122/ijtmer.v2i4.140.
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This study aims to find out (1) which NHT cooperative learning model with the CTL approach provides better learning outcomes than the TPS learning model with the CTL approach, (2) which ones provide better learning outcomes for each learning style, (3) in each model with which learning approach provides better learning outcomes in each learning style, (4) in each learning style, which provides better learning outcomes for each model with a learning approach. This study is a quasi-experimental research. The population in this study were all eighth grade students of Sukoharjo Middle School 2 with a sampling technique using ramdom sampling clusters. The data analysis technique uses two-way variance analysis with cells not the same as the normality test prerequisite test and data homogeneity test. The results of this study are (1) The NHT learning model with the CTL approach has better learning outcomes than the TPS learning model with the CTL approach, (2) Students with learning styles on the kinesthetic type provide higher learning outcomes than students with learning styles of the type audio, students' mathematical learning outcomes with learning styles on kinesthetic types as well as students with learning styles in the visual type and student mathematics learning outcomes with learning styles in the visual type as well as students with learning styles on the audio type, (3) for each learning model, consistent with the results of the learning style type, (4) for each learning style type , it applies consistently to the results of the learning model.
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Sania Nasir, Dr. Shahid Hussain Mughal i Amjad Ali Rind. "Investigating the Learning Styles Preferences of First-year B.Ed. Students Studying in a Public Sector University of Northern Sindh, Pakistan". sjesr 4, nr 1 (6.03.2021): 304–14. http://dx.doi.org/10.36902/sjesr-vol4-iss1-2021(304-314).
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In a student-centered teaching and learning environment, students' needs, potentials, and learning styles are considered crucial. Therefore, teachers need to understand what learning styles students prefer to teach effectively. In the current study, a quantitative research approach has been adopted in this study within it descriptive research designed was used. To determine the preferred learning styles of B.Ed. students, VARK (Visual, Aural, Read/Write, and Kinesthetic) learning style model has been used. Since the data was collected using the VARK questionnaire, simple random sampling techniques were used. The reliability of the instrument was calculated through Cronbach α= 0.75. The sample of the study consists of 140 Bachelor of Education (B.Ed.) students of a Public Sector University located in Northern Sindh, Pakistan. The data were analyzed through descriptive statistics (percentages mean and standard deviation) to determine the most preferred style of learning of students. The results of the study revealed that 27.93% of the B.Ed. students have preferred aural learning style, 25.13% kinaesthetic learning style, 22.65% visual style of learning and 21.09% preferred read/write learning style respectively. To conclude that the majority of the B.Ed. students preferred aural learning style and the least preferred style of learning was read/write. Hence, B.Ed. students were driven towards an aural learning style. This study suggests that students learning styles are influenced by the teacher’s teaching style. Therefore, the teacher can determine his/her teaching style by using the score of the VARK questionnaire. The study recommends that another study can be conducted by the teachers to learn about the larger number of students’ preferred learning styles. The teacher can also address a mixture of learning styles. In the classroom, there are always diverse learners. In that case, the teacher can use integrated teaching style which can address all learners preferred teaching style.
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Papilaya, Jeanete Ophilia, i Neleke Huliselan. "IDENTIFIKASI GAYA BELAJAR MAHASISWA". Jurnal Psikologi Undip 15, nr 1 (1.12.2016): 56. http://dx.doi.org/10.14710/jpu.15.1.56-63.
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The objective of this study was to identify learning styles of students. The approach used in this study is a quantitative approach with survey method. The variable in this study is a single variable , namely the identification of student learning styles. The study population is students of Guidance and Counseling FKIP Pattimura University totaling 388 people. Samples were used as samples in the amount of 10% of the population of 39 people. The sampling technique using Simple Random Sampling. Learning styles questionnaire prepared based on the opinion of De Poter & Hernacki is used as a data collection tool. Learning styles identified as visual learning style, auditorial learning style, and kinesthetic learning style. Data analysis techniques in this study is the descriptive statistical analysis methods. Based on the survey results revealed that students of guidance and counseling FKIP Pattimura University has a tendency to one learning style. Of the 39 students found that 6 students had a tendency visual learning style, 20 students have a tendency to auditory learning style, 1 student has a tendency kinestheticlearning style, and 12 students have a tendency to mix between learning styles and learning styles visual auditorylearning styles.
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Pramesti, Ni Made Inten, i Ni Made Dwi Ratnadi. "Pengaruh Kecerdasan Emosional, Gaya Belajar Visual, Gaya Belajar Auditorial dan Gaya Belajar Kinestetik Pada Tingkat Pemahaman Akuntansi". E-Jurnal Akuntansi 30, nr 1 (14.01.2020): 130. http://dx.doi.org/10.24843/eja.2020.v30.i01.p10.
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The level of one's accounting understanding can be influenced by emotional intelligence, visual learning styles, auditory learning styles and kinesthetic learning styles that exist within students. The purpose of the study was to determine the effect of emotional intelligence, visual learning style, auditory learning style and kinesthetic learning styles on the level of understanding of accounting. The research was conducted at the Faculty of Economics and Business, Udayana University. Respondents were 171 students majoring in accounting undergraduate program 2015 were determined by probability sampling method. Data were analyzed by multiple linear regression. Based on the results of the analysis, emotional intelligence has a positive effect on the level of accounting understanding. This shows that the better the emotional intelligence possessed by students causes the level of understanding of accounting increases. Visual learning style, auditory learning style and kinesthetic learning style have a positive effect on the level of understanding of accounting, this shows the better the learning style, the higher the level of understanding of accounting. The implications of the results of this study support cognitive theory which states the level of understanding of accounting is influenced by internal factors, namely emotional intelligence, visual learning style, auditory learning style and kinesthetic learning style.
Keywords: Understanding, Intelligence, Learning Style
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Cooper, Stewart E., i John A. Miller. "Mbti Learning Style-Teaching Style Discongruencies". Educational and Psychological Measurement 51, nr 3 (wrzesień 1991): 699–706. http://dx.doi.org/10.1177/0013164491513021.
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Pickworth, Glynis E., i Willem J. Schoeman. "The Psychometric Properties of the Learning Style Inventory and the Learning Style Questionnaire: Two Normative Measures of Learning Styles". South African Journal of Psychology 30, nr 2 (czerwiec 2000): 44–52. http://dx.doi.org/10.1177/008124630003000206.
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David Kolb has provided a detailed, useful and widely accepted theory of experiential learning and learning styles. He developed the Learning Styles Inventory (LSI) to assess four learning abilities and four learning styles. Kolb's work is viewed favourably for establishing the existence of individual differences in learning styles, but the major criticism against his work is focused on his method of measuring learning styles and more specifically on the psychometric properties of the LSI. The LSI is an ipsative instrument and the limitations placed on the statistical analysis of data of ipsative measures makes it inappropriate for reliability and validity evaluation of the instrument. In this study the psychometric properties of two normative measures of learning styles, a normative version of the LSI (referred to as the LSI-Likert) and the Learning Style Questionnaire (LSQ), are investigated. A review of the literature on the LSI is presented and the development of normative versions of the LSI is reviewed. First-year university students registered for either a science or human sciences degree completed the two normative instruments. The internal reliability of the four learning ability scales was determined using alpha coefficient. The internal reliability of the LSI-Likert and LSQ was found to be relatively high. The presence of a response bias for both instruments was suspected. It appeared that the LSI-Likert was more successful than the LSQ in differentiating learning abilities and styles in the sample used. Item factor analysis demonstrated two bipolar factors in line with Kolb's theory for the LSQ. The four-factor solution for the LSI-Likert produced four factors which to some extent represented the four learning abilities.
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Fitriani, Fitriani. "LEARNING STYLES AND VARIETY OF MATERIALS IN ENGLISH TEACHING AND LEARNING". FIKRUNA 4, nr 1 (18.02.2022): 97–106. http://dx.doi.org/10.56489/fik.v4i1.61.
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Applying of Learning styles and variety of materials are the important factors in teaching and learning English. When the teacher wants to teach must be prepare some materials and apply technic to get the students’ gaining. With recognizing about learning styles and variety of materials are very useful for language teachers to prepare and implement the effective and positive influence in teaching and learning English. Understanding the students’ learning style is the best way and technic to maximalise potential of students in learning process. After knowing the students’ learning style, the teacher will consider the best method to apply in the classroom. All students have not same their own learning style for understanding material in teaching and learning English. So the teacher can apply learning style the suitable condition their students and variant materials to get the students’ progress and avoid boring of class situation.
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Chaimae waladi, Mohammed Lamarti sefian i Mohamed khaldi. "Design of learning scenarios based on learning styles according to the KOLB model". Global Journal of Engineering and Technology Advances 9, nr 1 (30.10.2021): 050–54. http://dx.doi.org/10.30574/gjeta.2021.9.1.0139.
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The term learning style refers to the concept of individual differences in which teaching or learning mode is most effective for them. Proponents of learning style assessment believe that optimal teaching requires diagnosing individual learning styles and adjusting teaching accordingly. The assessment of learning styles usually requires people to assess what kind of information presentation they like and/or the mental activities they find most attractive or suitable, although the assessment tools are very diverse, in this article we will propose a pedagogical scenarios 'design adapted to different learning style.
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Cheng, Fei-Fei, Chui-Chen Chiu, Chin-Shan Wu i Der-Chian Tsaih. "The influence of learning style on satisfaction and learning effectiveness in the asynchronous web-based learning system". Library Hi Tech 35, nr 4 (20.11.2017): 473–89. http://dx.doi.org/10.1108/lht-12-2016-0151.
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Purpose The purpose of this paper is to investigate the effect of user’s learning style (including accommodators, divergers, convergers, and assimilators) on user’s satisfaction on the web-based learning system and their learning effectiveness. Design/methodology/approach This experimental research used the college students from a technology institute in Taiwan as the subject sources. By using the Kolb’s learning style model, the students are classified as four types of learners: convergers, divergers, assimilators, and accommodators. The authors analyzed the relationships among the different learning styles with their effectiveness of learning and satisfaction of using the web-based learning system. The mediation effect of gender is also presented. Findings This research indicates that: first, the satisfaction of the web-based learning system has significant influence on the learning performance of learners; second, different learning styles learners have no significant effect to the satisfaction on using the web-based learning system; third, learning effectiveness has significant difference among different learning style learners on the web-based learning system; the learning effectiveness of accommodators and divergers was significantly higher than the assimilators; fourth, different learning styles learners show significant difference in gender proportion. In addition to accommodators, whose proportion of women is higher than men, the other three learning styles’ proportions in men are higher than women. Research limitations/implications This study was grounded in the Kolb’s learning style theory. The authors provide implications for academic studies in e-learning research stream that aimed at understanding the role of learning style as well as gender differences in the asynchronous web-based learning system. Practical implications Results from this study provided the implications for students, educators, and e-learning system designers. The design of teaching materials as well as functions of e-learning systems should take learners’ learning style into consideration to ensure the best learning outcome. Originality/value This study examined the students’ learning style as well as gender differences in the asynchronous web-based learning system. An experiment was conducted to ensure the data were collected in a controlled environment, thus, offer the value that most of the prior study lacks.
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Idkhan, A. Muhammad, i Muhammad Maruf Idris. "Dimensions of Students Learning Styles at The University with The Kolb Learning Model". International Journal of Environment, Engineering and Education 3, nr 2 (31.08.2021): 75–82. http://dx.doi.org/10.55151/ijeedu.v3i2.60.
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Someone will learn better if the person concerned understands his character in learning. Individuals in learning have various ways; some learn by listening, some learn by reading, and some learn by discovering. These diverse ways of learning by students are known as learning styles. Kolb's learning style is divided into four types, namely converge, assimilator, diverge, accommodator. The purpose of the study was to determine the profile of student learning styles of the Faculty of Engineering, Universitas Negeri Makassar, which is divided into 9 (nine) study programs. Samples taken with an error rate of 5 percent were 177 students. Purposive sampling is used as a sampling technique with special considerations so that it is feasible to be used as a sample. The research measures four types of learning styles, namely Active Experimentation (AE), Concrete Experience (CE), Reflective Observation (RO), and Abstract Conceptual (AC). The results showed that the accommodator learning style was more dominant in students. Of the eight majors that became the research subjects, seven tended to the accommodator learning style, and only one tended to the assimilator learning style. The accommodator learning style combines the poles of active experimentation (doing) and concrete experience (feeling). The use of learning methods following the learning style is Problem-Based Learning which involves all students in the learning process.
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Prayekti. "The Influence of Cognitive Learning Style and Learning Independence on the Students’ Learning Outcomes". Higher Education Studies 8, nr 2 (6.04.2018): 37. http://dx.doi.org/10.5539/hes.v8n2p37.
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Students of Open University are strongly required to be able to study independently. They rely heavily on the cognitive learning styles that they have in attempt to get maximum scores in every final exam. The participants of this research were students in the Physics Education program taking Thermodynamic subject course. The research analysis employed a two-way ANOVA statistical analysis with the following findings. First, the significance value of the students’ cognitive learning styles variable equals to 0,000 < α =5%, so it was concluded that the students’ cognitive learning styles strongly influenced their learning outcomes in Thermodynamic Science course manifested in the form of either dependent or independent cognitive styles. Second, the students’ learning independence variable turned out to be not having any significant relationship with the students’ learning outcomes in Thermodynamic. The learning independence variable had no significant influence on the students’ learning outcomes with the level of significance of dependent cognitive style 0.007 < α =5%, so it was concluded that the dependent cognitive learning style influenced the learning outcomes, and the learning independence as well as cognitive learning styles, especially the dependent type, altogether influenced the students’ learning outcomes in Thermodynamic. The learning independence variable significantly had no influence on the learning outcomes, with 0.007 < α =5% meaning that the dependent cognitive learning style strongly influenced the learning outcomes.
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Fitriani, Fitriani. "PROFIL KEMAMPUAN KOGNITIF SISWA DALAM MENYELESAIKAN SOAL IDENTITAS TRIGONOMETRI KELAS X-1 SMA NEGERI 1 JAYAPURA BERDASARKAN GAYA BELAJAR". Media Pendidikan Matematika 5, nr 2 (30.12.2017): 160. http://dx.doi.org/10.33394/mpm.v5i2.1725.
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This study aims to determine the profile of cognitive abilities of high school students in solving trigonometric identity problems based on learning styles. The level of cognitive ability in this research is to remember, understand, apply, analyze, evaluate, and create, while learning style used is visual learning style, auditorial learning style, and kinesthetic learning style. Based on the purpose of this type of research is descriptive research with kulaitatif approach. Subjects in this study were X-1 students of SMA Negeri 1 Jayapura which amounted to 3 people. Subjects taken were one subject with visual learning style, one subject with auditorial learning style, and one subject with kinesthetic learning style, the selection of this subject using purposive sampling technique. The data were collected by using questionnaire of learning style, written test, and interview. Based on the results of research subjects with visual learning styles have the ability to cognitive remember, understand, apply, analyze, evaluate and create. Subjects with auditorial learning style have cognitive abilities to apply and evaluate. subjects with kinesthetic learning styles have a cognitive ability to understand, apply, and evaluate. Learning styles are not the only factors that influence the different cognitive abilities of each subject. Teachers, individual abilities, and the state of the learning environment also influence the differences in cognitive abilities in each subject. The ability of teachers to create diverse learning strategies can develop students' cognitive abilities even when teachers teach in the classroom with students who have different learning styles.
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Alzain, Alzain, Steve Clark, Gren Ireson i Ali Jwaid. "Adaptive Education based on Learning Styles: Are Learning Style Instruments Precise Enough?" International Journal of Emerging Technologies in Learning (iJET) 13, nr 09 (29.09.2018): 41. http://dx.doi.org/10.3991/ijet.v13i09.8554.
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Investigating the efficiency of learning style instruments is significant because it is a widespread technique and it enriches the understanding of the challenges of integrating such instruments into adaptive education systems. The results showed that current learning style instruments depend only on the textual form of infor-mation to present items; this might be leading to a bias in the measurement of learning styles as the textual forms of information are more suitable for verbal students than for others. The purpose of this paper is to investigate the precision of learning style instruments and the challenges of integrating them into adaptive education systems. This research followed a quantitative research approach. First, a new learning style instrument was developed using different forms of infor-mation (Figures, Charts, and Equations). Then, the preferred learning style of fif-ty students was measured twice, initially, by using the newly developed instru-ment and subsequently by using a VARK instrument, the results of both were compared.
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Raudhaturrahmi, Raudhaturrahmi, Usman Kasim i Siti Sarah Fitriani. "High and low achievers’ dominant learning style preferences in learning English". English Education Journal 12, nr 2 (30.04.2021): 179–95. http://dx.doi.org/10.24815/eej.v12i2.19152.
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This study aims at finding the high and low achievers’ learning style preferences and the teachers’ understanding about the students’ learning style preferences in learning English at MAN 1 Banda Aceh. The survey of this study used a combination of quantitative and qualitative methods. A questionnaire was used to explore the students’ learning style preferences, while an interview was used to get specific information about the teachers’ opinions on students’ learning style preferences in learning English. Willing (1988) category of learning style that consists of communicative, concrete, authority-oriented and analytical learning styles were used. The result of the questionnaire showed that the high achievers’ dominant learning style was the communicative one with a mean value of 3.12 and a standard deviation of 0.65. At the same time, the low achievers also favoured communicative learning style with a mean value of 3.11 and a standard deviation of 0.63. While the interview shows that the teachers were aware and understood well about students’ learning style preferences in learning English. In conclusion, by understanding their characteristics in absorbing information, the students can develop the skills in various ways to make it easier, faster and more successful for them in their learning.
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Daniatussalma, Daniatussalma, Yudhi Arifani i Candra Hadi Asmara. "LANGUAGE LEARNING STYLE IN MANAGEMENT STUDENTS FROM DIFFERENT GENDER GROUP". DIDAKTIKA : Jurnal Pemikiran Pendidikan 26, nr 2 (4.06.2020): 46. http://dx.doi.org/10.30587/didaktika.v26i2.1471.
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Learning style is one factor which can determine students in the way how they obtained the learning or information. Between male and female students were different in choosing their learning styles. This study tried to investigate the perceptual learning styles preference in Management students and to know the differences between male and female Management students in learning styles in the first semester at University of Muhammadiyah Gresik. Perceptual Learning Style Preference Questionnaire (PLSPQ) developed by Reid 1987was used and administered to 230 students. An observation check-list also used to support the data with questionnaire. Descriptive Statistic was used to analyze the data. The result indicated that students preferred in Group style when they learned English as Academic Purpose (EAP). In gender, between female and male students showed there were some differences in their learning styles. The result revealed that female students preferred in Group style, meanwhile male students preferred in auditory style. The least preference of learning style both female and male students was Individual style
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Rihana, Rihana, Sumarni Sumarni i Mohamad Riyadi. "ANALISIS KESULITAN SISWA DALAM MENYELESAIKAN SOAL OPERASI PECAHAN DITINJAU DARI GAYA BELAJAR". SIGMA: JURNAL PENDIDIKAN MATEMATIKA 14, nr 1 (4.06.2022): 24–32. http://dx.doi.org/10.26618/sigma.v14i1.7023.
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This study aims to: (1) find out the learning styles of students, (2) find out the difficulties experienced by students in solving fractional operations problems. This type of research is a descriptive qualitative research. The subjects of this study were seventh grade students of SMP Mubarokul Ulum with a total of 22 students who had received fractions material. The data collection procedure begins with filling out a learning style questionnaire. After getting the data on student work, two students with visual learning styles were selected, two students with auditory learning styles and two students with kinesthetic learning styles to be tested, interviewed and documented. The results showed that: (1) out of 22 students, two students had a visual learning style, eight students had an auditory learning style, 10 students had a kinesthetic learning style and there was a discovery of a new learning style, namely a blend of Visual-Kinesthetic learning styles totaling one student. and Auditorial-Kinesthetic learning style amounted to one student. (2) The difficulties experienced by the first subject with the type of visual learning style tend to be difficult in using concepts and the second subject tends to have difficulty in solving verbal problems. The third and fourth subjects who have an auditory learning style tend to have difficulty in solving verbal problems and the fifth subject with a kinesthetic learning style type that tends to have difficulty using concepts while the sixth subject tends to have difficulty using principles
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Habibi, Ahmad Ilham, Tri Asih Wahyu Hartati i Purwaning Budi Lestari. "Identifikasi Gaya Belajar Mahasiswa Pendidikan Jasmani Kesehatan dan Rekreasi (PJKR) IKIP Budi Utomo Malang". Paradigma: Jurnal Filsafat, Sains, Teknologi, dan Sosial Budaya 25, nr 2 (30.09.2019): 6–11. http://dx.doi.org/10.33503/paradigma.v25i2.504.
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Lecturers must know and understand the characteristics and learning styles of their students so that their interactions can take place well in the learning and teaching process. However, in reality in the field most of the Lecturers are Educational Study Programs Physical Health and Recreation (PJKR) does not yet know and understand student learning styles optimally. Therefore this study aims to determine the tendency of PJKR student learning styles at IKIP Budi Utomo Malang. This research is a qualitative descriptive study.The instruments of this study were student learning style questionnaires, interview guidelines for lecturers and interview guidelines for students. The results showed that the most dominant PJKR student learning style was the visual learning style with a total of 98 students (63.23%). The next dominant student learning style is the kinesthetic learning style with a total of 23 students (14.84%).The conclusion of this study is that most PJKR students have a visual learning style and some others have kinesthetic learning styles.
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Baker, J. D., C. T. Wallace i J. E. Cooke. "LEARNING STYLE DISTRIBUTION". Anesthesiology 67, nr 3 (1.09.1987): A564. http://dx.doi.org/10.1097/00000542-198709001-00564.
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Katz, Noomi. "Individual Learning Style". Journal of Cross-Cultural Psychology 19, nr 3 (wrzesień 1988): 361–79. http://dx.doi.org/10.1177/0022022188193005.
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Kuznar, Elaine, Grace Falciglia, Linda Wood i Judith J. Frankel. "Learning Style Preferences". Journal of Nutrition For the Elderly 10, nr 3 (3.06.1991): 21–34. http://dx.doi.org/10.1300/j052v10n03_02.
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Bruce, Judith C., i Evelyn B. Chilemba. "BSN graduates’ preferred learning styles: implications for student-centered learning". Journal of Nursing Education and Practice 7, nr 10 (11.05.2017): 56. http://dx.doi.org/10.5430/jnep.v7n10p56.
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Purpose: The purpose of the study was to determine the learning styles that nursing graduates employed during the course of their BSN programme.Methods: Within a sequential, explanatory mixed methods design a survey was administered to determine graduates’ learning styles. From a population of 384 graduates, a sample of 200 agreed to participate. Data were collected using the Grasha-Riechmann Learning Styles Scales. MS Excel was used to enter the learning styles scores; descriptive statistics were computed using the statistical package SPSS Version 16.0.Results: The most dominant and preferred learning styles are Competitive learning style (x̄ = 3.98; SD = 0.52) and Avoidant learning style (x̄ = 3.88; SD = 0.68). Both are teacher-centered learning styles that do not promote learner independence, confidence, critical thinking and active learning. The least preferred is the Independent Learning Style (x̄ = 2.84; SD = 0.80). Implications for student-centered learning are inferred from the results.Conclusions: Graduates’ preference for the Competitive and Avoidant learning styles reflects an alignment with a teacher-centered paradigm and lack of diversity in use of learning styles during their study. The preferred learning styles detract from student-centered learning and point to an approach to teaching that integrates Socratic and facilitative methods to promote diversity of learning styles. As the educational paradigm shifts towards student-centered learning there is mounting pressure on educators to have better understanding on students’ preferred learning styles and adopt variety of pedagogical strategies to optimize ways students learn.
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Dincol Ozgur, Sinem. "The Effect of Learning Styles on Prospective Chemistry and Science Teachers’ Self-Regulated Learning Skills". Cypriot Journal of Educational Sciences 13, nr 4 (26.12.2018): 521–28. http://dx.doi.org/10.18844/cjes.v13i4.3185.
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The aim of this study was to determine the learning styles of prospective chemistry and science teachers, and to examine the effects of different learning styles on their self-regulated learning skills. The survey method which is one of the quantitative research methods was used in this study. A total of 251 prospective chemistry and science teachers from the Departments of Chemistry and Science Education of three different public universities participated in the study. The Self-Regulated Learning Skills Scale was used to determine the self-regulated learning skills of the prospective teachers, and the ‘Maggie McVay Lynch Learning Style Inventory’ was used to determine the prospective teachers’ learning styles. The results showed that 61.8% of prospective chemistry and science teachers had a visual learning style, followed by a moving or kinaesthetic learning style (19.9%) and an auditory learning style (18.3%). Furthermore, a statistically significant difference was determined in the prospective chemistry and science teachers’ lack of self-directedness scores.
Keywords: Learning style, prospective chemistry and science teachers, self-regulated learning.
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Suharto, Suharto. "The Ability to Understand Concepts: Cognitive Style, Cognitive Structure, Learning Styles and Learning Motivation". PENDIPA Journal of Science Education 5, nr 1 (25.12.2020): 15–22. http://dx.doi.org/10.33369/pendipa.5.1.15-22.
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Mathematics is a compulsory subject in vocational high schools throughout Indonesia. The ability to understand concepts is a competency that must be possessed in mathematics learning. The purpose of this study was to examine the variables that affect the ability to understand mathematical concepts. The variables are cognitive style, cognitive structure, learning style and learning motivation. This is a survey research, with a sample of 100 people. The sample was selected by simple random technique from all vocational high school students in Bengkulu City. The research instrument consisted of five instruments, namely a test of the ability to understand mathematical concepts, and four questionnaires of cognitive style, cognitive structure, learning styles and learning motivation questionnaire. The research data were analyzed through path analysis using SPSS and the Lisrel Application Program. The results of this study are the variables of cognitive style, cognitive structure, learning style, and learning motivation have a positive direct effect on the ability to understand mathematical concepts. From this study it can be concluded that the ability to understand mathematical concepts through cognitive styles, cognitive structures, learning styles, and student learning motivation is in a good category.
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Sapira, Sipa, Melda Yeni i Felci Tria Sauhana. "AN ANALYSIS OF STUDENTS’ LEARNING STYLE IN LEARNING ENGLISH AT EIGHTH GRADE OF SMP N 1 TEMBILAHAN HULU". J-SHELVES OF INDRAGIRI (JSI) 3, nr 2 (31.05.2022): 151–66. http://dx.doi.org/10.32520/jsi.v3i2.2039.
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This study was a descriptive study that aimed to determine students' learning styles in learning English. The population of this study was the eighth grade students of SMP Negeri 1 Tembilahan Hulu using random sampling technique. The data collection method used is a questionnaire. The results of this study of learning style tendencies indicated that the learning style with the number of respondents was 30 students with average score of 93.38 into the enough category. In addition, it was found that learning outcomes with visual learning styles were included in the “Enough category” with an average score of 95.13, auditory learning styles were in the “Good category” with average score of 104, and kinesthetic learning styles were included in the “Enough category” with average score of 81. Thus the learning style applied in the eighth grade was more likely to be an auditory learning style with the number of respondents being 30 students and obtaining learning outcomes in a good category with an average value of 104. From these results, it can be concluded that the eight SMP N 1 Tembilahan Hulu pay less attention to their learning style. This could be one of the reasons why some of the scores of their kinesthetic learning style showed less and bad categories. Besides that, it could be a reminder for teachers to be able to prepare strategies in growing student learning styles that could help to improve students in learning English.
This study was a descriptive study that aimed to determine students' learning styles in learning English. The population of this study was the eighth grade students of SMP Negeri 1 Tembilahan Hulu using random sampling technique. The data collection method used is a questionnaire. The results of this study of learning style tendencies indicated that the learning style with the number of respondents was 30 students with average score of 93.38 into the enough category. In addition, it was found that learning outcomes with visual learning styles were included in the “Enough category” with average score of 95.13, auditory learning styles were in the “Good category” with average score of 104, and kinesthetic learning styles were included in the “Enough category” with average score of 81. Thus the learning style applied in the eighth grade was more likely to be an auditory learning style with the number of respondents being 30 students and obtaining learning outcomes in a good category with an average value of 104. From these results, it can be concluded that the eight SMP N 1 Tembilahan Hulu pay less attention to their learning style. This could be one of the reasons why some of the scores of their kinesthetic learning style showed less and bad categories. Besides that, it could be a reminder for teachers to be able to prepare strategies in growing student learning styles that could help to improve students in learning English.
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Zulfiani, Zulfiani, Iwan Permana Suwarna i Sujiyo Miranto. "SCIENCE EDUCATION ADAPTIVE LEARNING SYSTEM AS A COMPUTER-BASED SCIENCE LEARNING WITH LEARNING STYLE VARIATIONS". Journal of Baltic Science Education 17, nr 4 (20.08.2018): 711–27. http://dx.doi.org/10.33225/jbse/18.17.711.
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Students with their different learning styles also have their own different learning approaches, and teachers cannot simultaneously facilitate them all. Teachers’ limitation in serving all students’ learning styles can be anticipated by the use of computer-based instructions. This research aims to develop ScEd-Adaptive Learning System (ScEd-ASL) as a computer-based science learning media by accommodating students’ learning style variations. The research method used is a mixed method at junior high schools in Tangerang Selatan. The final product of the research is a special learning media appropriate to students’ visual, aural, read/write and kinesthetic learning styles. The uniqueness of the media is its form of integrated science materials, accommodating fast and slow learners, and appropriate to their learning styles. ScEd-Adaptive Learning System as a developed computer-based science learning media was declared as good and valid by four media experts and five learning material experts. ScEd-ALS for kinesthetic style has a high effectivity to improve students learning mastery (100%), consecutively aural (63%), read/write (55%), and visual (20%). This media development can be continued with the Android version or iOS to make it more operationally practical. Keywords: adaptive learning system, science learning media, computer-based instruction, learning style.
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Go, Yetty. "Students’ High Achievement on Learning Style Preferences in Chinese Department, Binus University". Lingua Cultura 7, nr 2 (30.11.2013): 70. http://dx.doi.org/10.21512/lc.v7i2.422.
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Every student certainly demonstrates different achievement in her/his Chinese language learning process because every student has her/his own individual way to resolve their problems in learning. In learning process, student’s individual differences exist. These differences lead to different learning speed and learning style of the student. The purpose of this study was to investigate the high achievement students’ learning styles. This study was based on Reid’s learning styles theory and also uses Reid’s Perceptual Learning Style Preference Questionnaire (PLSPQ) to investigate student’s learning styles. The main finding of this study is that student’s learning style preference is group style. According to student learning style preferences results, students prefer to learn together with others or in group and learn in a more interactive way.
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Al-Zayed, Norma Nawaf Yousef. "An Investigation of Learning Style Preferences on the Students’ Academic Achievements of English". International Journal of English Linguistics 7, nr 5 (27.07.2017): 176. http://dx.doi.org/10.5539/ijel.v7n5p176.
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This study aims to investigate whether there are any statistically significant correlation between perceptual learning styles and achievement. Raising learners’ awareness regarding their learning styles and preferences, which develops the better understanding of the learning achievement, and help instructors become more conscious of some factors affecting academic achievement. Additionally, the study assists instructors to identify their student’s preferred learning styles that can affect their achievement. Furthermore, no study up to now has been conducted in Jordan which investigates the relationship between the learning styles on the achievement of EFL at the tertiary level. The data was collected through the learning style preferences questionnaire and it was analyzed using statistical techniques, Descriptive statistics showed that: 1). The most preferred learning styles followed the auditory style, group learning style, kinesthetic style and visual style. 2). The finding also revealed that there was no statistically significant correlation between learning style and achievement. Additionally, both showed similar references for kinesthetic and visual styles. Based on these findings, some recommendations have been made.
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Darwesh, Mohamed G., Magdy Z. Rashad i Abdelaziz K. Hamada. "From Learning Style of Webpage Content to Learner's Learning Style". International Journal of Computer Science and Information Technology 3, nr 6 (31.12.2011): 195–205. http://dx.doi.org/10.5121/ijcsit.2011.3615.
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Drummond, Robert J., i Ann H. Stoddard. "Learning Style and Personality Type". Perceptual and Motor Skills 75, nr 1 (sierpień 1992): 99–104. http://dx.doi.org/10.2466/pms.1992.75.1.99.
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To investigate the relations between the Myers-Briggs Type Indicator and the Gregorc Style Delineator and to examine the construct validity of the Style Delineator, 41 undergraduate students preparing to be teachers were given both tests. Observed differences in learning styles by personality type partially support the construct validity of the Style Delineator. Judging individuals ( n = 25) tended to perceive themselves as concrete sequential thinkers as opposed to perceptive individuals ( n = 16) who thought of themselves as concrete random thinkers. Feeling types ( n = 29) tended to prefer random modes of thinking.
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Ginter, Earl J., Joseph Scalise, Steve Brown i William Ripley. "Perceptual Learning Styles: Their Link to Academic Performance, Sex, Age, and Academic Standing". Perceptual and Motor Skills 68, nr 3_suppl (czerwiec 1989): 1091–94. http://dx.doi.org/10.2466/pms.1989.68.3c.1091.
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The primary purpose of this investigation was to ascertain whether students' learning styles affected performance in remedial courses. The study also investigated whether learning styles differed in terms of age, sex, and class-standing in a university setting While type of learning style did not differ with respect to class-standing or sex, type of learning style differed significantly with respect to age. Most importantly, type of learning style significantly influenced grade point average in remedial courses. Students using an interactive learning style obtained higher grades than those using a combination of two learning styles.
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Kusumaningrum, Annisaa, i Sri Mulyani Sabang. "Deskripsi Hasil Belajar Ditinjau Dari Kecenderungan Gaya Belajar Siswa pada Mata Pelajaran Kimia di MAN 2 Kota Palu". Media Eksakta 17, nr 1 (31.05.2021): 40–45. http://dx.doi.org/10.22487/me.v17i1.818.
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This study aimed to describe learning outcomes of students at MAN 2 Palu in terms of the tendency of learning styles in chemistry. This type of study was descriptive research. Sampling was carried out using the proportional stratified random sampling technique consisted of 93 students. Data collection technique used instruments of learning style questionnaire and learning outcomes test as well as daily test scores of Acid and Base Solutions. The results showed that students of Class XI MIA at MAN 2 Palu had various learning styles. There were 49 students (53%) with a tendency to visual learning styles, 31 students (34%) with an auditorial learning style, and 13 students (13%) with a kinesthetic learning style. Students with visual learning style performed an excellent category of learning outcomes of 25,81% compared to students with an auditorial learning style of 16% and with a kinesthetic learning style of 8,6%.
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DANISH, KHALID FAROOQ, i AZRA SAEED AWAN. "LEARNING STYLES". Professional Medical Journal 16, nr 02 (10.06.2009): 162–68. http://dx.doi.org/10.29309/tpmj/2009.16.02.2889.
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O b j e c t i v e s : 1. To study the prevalence of learning styles in intermediate level students in Rawalpindi according to Kolb'sLearning Style Inventory. 2. To study the correlation of learning styles with career choices of intermediate level students in Rawalpindi. 3.To compare the results of the study with the learning styles of clinical students of a medical college. D e s i g n : Cross sectional. Descriptive.M e t h o d s : The study was done on the intermediate level students of Government Colleges in Rawalpindi. It included the Pre-Medical, Pre-Engineering and Humanities students. All students were given a questionnaire based on Kolb's learning style inventory, and responsescollected. Instructions to fill the questionnaire were given verbally to all students. Each student was also instructed to present three careerchoices in order of priority. Data was collected. Results: Prevalence of different learning styles in medical students and intermediate levelstudents is shown in table-l and table-ll respectively. C o n c l u s i o n s : The prevalence and pattern of learning styles of intermediate levellearners and medical students is different. Majority of intermediate level learners have the converger learning styles in contrast with themedical students in whom accommodators are in overwhelming majority. Most learners choosing "Doctor" as their preferred career amongintermediate level learners were of assimilator style, followed by convergers. Accommodators were on third place in choosing "Doctor" aspreferred career. The most preferred career among intermediate level learner was "Teacher".
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Aziz, Zoriah, Tey Xin Yi, Syireen Alwia i Chong Nyuk Jet. "Learning Style Preferences of Pharmacy Students". European Journal of Social & Behavioural Sciences 4, nr 1 (1.01.2013): 119–29. http://dx.doi.org/10.15405/ejsbs.2013.1.14.
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Students have preferences about how they like to learn. Available evidence suggests that understanding students’ learning style is helpful in providing them a successful learning experience. The aim of the study was to determine the learning styles preferences of pharmacy students. The Honey and Mumford’s Learning Style Questionnaire (LSQ) was administered twice to all undergraduate pharmacy students (n=240) in the University of Malaya, Malaysia. The LSQ covered four different learning preferences: activist, reflector, theorist and pragmatist. The LSQ showed satisfactory test-retest correlation (0.57 to 0.66) and moderate internal reliability (0.53 to 0.61). Reflector learning style was the most common among the students (60.4%) followed by theorist and pragmatist (both 8.8%) and activist (6.2%). Another 15.8% of the students did not show any dominant learning styles. The preferred learning styles were statistically independent of the demographic variables examined such as level of academic year, sex, race and pre-university qualifications. A range of teaching methods and learning activities should be provided in pharmacy education in order to match the variety of learning styles.
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Nguyen, Neal Nghia, William Mosier, Jayme Hines i William Garnett. "Learning Styles Are Out of Style: Shifting to Multimodal Learning Experiences". Kappa Delta Pi Record 58, nr 2 (3.04.2022): 70–75. http://dx.doi.org/10.1080/00228958.2022.2039520.
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