Use of Learning Style Based Approach in Instructional Delivery

2017 ◽  
pp. 199-209
Author(s):  
Ravindra Vaidya ◽  
Manish Joshi
Keyword(s):  
Learning Style ◽  
Instructional Delivery

scholarly journals Learning Styles and Academic Achievement among Form Three Living Integrated Skills Students

2021 ◽  
Vol 16 ◽  
pp. 1-13
Author(s):  
Mustafa Rehman Khan
Keyword(s):  
Academic Achievement ◽  
Learning Styles ◽  
Cognitive Ability ◽  
Survey Research ◽  
Learning Style ◽  
Classroom Environment ◽  
Instructional Delivery ◽  
Statistical Analyses ◽  
Future Studies ◽  
The Relationship

Learning styles indicate a students’ preference for learning methods and therefore are necessary information to guide teachers’ instruction. This study is aimed to determine the relationship between learning styles and academic achievement of Form Three students in their Living Integrated Skills subject. This study was participated by 372 respondents selected using purposive sampling from six secondary schools in Sabah, Malaysia. Data was collected using a research questionnaire in survey research and analyzed with IBM SPSS 23.0 using both descriptive and inferential statistical analyses. Findings of the study showed that pragmatist and theorist learning styles are the dominant learning styles while activist is the least preferred learning style. It was found that learning styles i.e. activist (t = -0.412; p = 0.681), reflective (t = -1.457; p = 0.146), theorist (t = 0.890; p = 0.374) and pragmatist (t = -0.537; p = 0.592) did not differ significantly based on gender but learning styles i.e activist (t = 7.412, p = 0.000), reflective (t = 9.461, p = 0.000), theorist (t = 9.080, p = 0.000) and pragmatist (t = 8.615, p = 0.000) was significantly different between high and low academic achievers. The higher achievers were pragmatic and activist while the lower achievers were reflective and theorists. This study also showed that learning styles i.e. activist (r = 0.395, p = 0.000), reflective (r = 0.476, p = 0.000), theorist (r = 0.492, p = 0.000) and pragmatist (r = 0.471, p = 0.000) were significantly correlated with academic achievement. Theorist learning style has the strongest correlation with academic achievement followed by reflective and pragmatist and the weakest learning style is activist. This study implied that other factors like a classroom environment, instructional delivery, and students’ self-efficacy should be investigated in future studies to explain the academic achievement of the students. This study supported the notion that learning styles are important to facilitate teachers in planning and implementing the lesson and for students to develop meta-cognitive ability to learn with the best style suited to them.

An Investigation of Learning Style and Discipline in a Human Factors Course

2011 ◽  
Author(s):  
Mark C. Schall ◽  
Michelle L. Rusch ◽  
Geb Thomas ◽  
John D. Lee
Keyword(s):  
Human Factors ◽  
Learning Style

Effect of Learning Style Interventions on Course Satisfaction

2006 ◽  
Author(s):  
Laura S. Testerman ◽  
Nichole C. Hardy ◽  
Matthew T. Tatum ◽  
Holly M. Irwin-Chase ◽  
Jim Johnson
Keyword(s):  
Learning Style ◽  
Course Satisfaction

Reliability and Validity of the VARK: A Learning Style Assessment

2006 ◽  
Author(s):  
Matthew T. Tatum ◽  
Nichole C. Hardy ◽  
Laura S. Testerman ◽  
Holly M. Irwin-Chase ◽  
John T. Wu
Keyword(s):  
Learning Style ◽  
Reliability And Validity

Maybe they’re born with it, or maybe it’s experience: Toward a deeper understanding of the learning style myth.

2020 ◽  
Vol 112 (2) ◽  
pp. 221-235 ◽  
Author(s):  
Shaylene E. Nancekivell ◽  
Priti Shah ◽  
Susan A. Gelman
Keyword(s):  
Learning Style

Grasha-Riechmann Student Learning Style Scales

1974 ◽  
Author(s):  
Sheryl Wetter Riechmann ◽  
Tony Grasha
Keyword(s):  
Student Learning ◽  
Learning Style ◽  
Student Learning Style

HUBUNGAN GAYA BELAJAR SISWA TERHADAP ASPEK PENGETAHUAN SISWA PADA MATA PELAJARAN SISTEM KOMPUTER DI SMK IT RAHMATAN KARIMAH BENGKULU TENGAH

2020 ◽  
Vol 1 (01) ◽  
pp. 13-20
Author(s):  
Dian Saputra
Keyword(s):  
Learning Styles ◽  
Computer System ◽  
Learning Style ◽  
Descriptive Analysis ◽  
Visual Learning ◽  
Auditory Learning ◽  
Analysis Techniques ◽  
Post Test ◽  
The Subject ◽  
The Relationship

This study aims to find out the relationship between learning style and students’ knowledge aspect on Computer System Subject at SMK IT Rahmatan Karimah of  Central Bengkulu, the type of research is quantitative and the subject of research is grade X in SMK IT Rahmatan Karimah of  Central Bengkulu. Data collection techniques using observation, Questionnaire and documentation. Data analysis techniques used were Descriptive Analysis, and inferential Statistical Analysis. The results of visual learning style post-test were 11 people with a mean of 76.36, an auditory learning style of 8 people at a mean of 62.14, a kinesthetic learning style of 3 people at a mean of 50.33, apart from that (r x y = 2.35) and the magnitude of r is reflected in the table (r table = 0.4132). Then rxy > r table ie = 2.35> 0.4132. In other words, Ho is rejected and Ha is accepted. It has a significant relationship between the learning styles of students and students’ knowledge aspect on Computer System Subject of grade X TKJ in SMK IT Rahmatan Karimah of  Central Bengkulu

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