The effects of learning styles and gender on the academic performance of interior architecture students

Se analizó la relación entre los estilos de aprendizaje y el rendimiento académico de los estudiantes universitarios de Educación Física de la Universidad Católica de Temuco en Chile 2015/16 (n = 122). Los participantes completaron el cuestionario CHAEA-36 y se analizaron los datos en función del curso, la edad y el género. Los hallazgos demostraron la predominancia, principalmente, de los estilos de aprendizaje combinado (56%) y activo (21%). No se observó relación significativa entre los estilos de aprendizaje y el curso (χ² = 14.324; p =.575), y tampoco la edad (χ² = 14.324; p =.575). Sin embargo, el análisis inferencial demostró una relación significativa entre los estilos de aprendizaje y el género (χ² = 11.257; p =.024). Por último, los estudiantes con un estilo de aprendizaje activo demostraron un rendimiento académico significativamente inferior que sus compañeros con estilos de aprendizaje pragmático (F = 9.517; p = .011) y combinado (F = 14.625; p = .013). No se observaron diferencias significativas en el resto de comparaciones. Estos hallazgos determinan la importancia de atender a los procesos de formación inicial docente desde una perspectiva flexible, adaptada al contexto sociocultural y educativo de los aprendices. En este sentido, se necesitan nuevos estudios de investigación que analicen la relación entre los estilos de aprendizaje y el rendimiento académico, principalmente desde la perspectiva de género.Abstract: The relationship between learning styles and academic performance of physical education students at the Temuco Catholic University 2015/16 was analysed (n = 122). Participants completed the CHAEA-36 questionnaire and data were analysed by academic year, age and gender. The findings showed a predominance of a combined style of learning (56%) and the active learning style (21%). No significant relationship between learning styles and academic year (χ² = 14.324; p =.575) nor age (χ² = 14.324; p =.575) were observed. However, the inferential analysis showed a significant relationship between learning styles and gender (χ² = 11.257; p =.024). Finally, students with an active learning style demonstrated significantly lower academic performance than their peers using pragmatic (F = 9.517; p = .011) and combined (F = 14.625; p = .013) learning styles. No other significant differences were observed. These findings show the importance of approaching teachers basic training from a flexible perspective, adapting it to learners’ cultural and educational context. In this sense, new research studies that analyse the relationship between learning styles and academic performance, mainly from the gender perspective, are needed.

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Learning Style Preferences of Undergraduate Nursing Students: A Systematic Review

Africa Journal of Nursing and Midwifery ◽

10.25159/2520-5293/5758 ◽

2019 ◽

Vol 21 (1) ◽

Cited By ~ 2

Author(s):

Tonderai Washington Shumba ◽

Scholastika Ndatinda Iipinge

Keyword(s):

Systematic Review ◽

Academic Performance ◽

Academic Success ◽

Nursing Students ◽

Learning Styles ◽

Learning Style ◽

Undergraduate Nursing Students ◽

Learning Style Preferences ◽

Undergraduate Nursing ◽

Style Preferences

This study sought to synthesise evidence from published literature on the various learning style preferences of undergraduate nursing students and to determine the extent they can play in promoting academic success in nursing education of Namibia. A comprehensive literature search was conducted on electronic databases as a part of the systematic review. Although, kinaesthetic, visual and auditory learning styles were found to be the most dominant learning style preferences, most studies (nine) indicated that undergraduate nursing students have varied learning styles. Studies investigating associations of certain demographic variables with the learning preferences indicated no significant association. On the other hand, three studies investigating association between learning styles and academic performance found a significant association. Three studies concluded that indeed learning styles change over time and with academic levels. The more nurse educators in Namibia are aware of their learning styles and those of their students, the greater the potential for increased academic performance.

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Socio-Emotional Variables Linked to the Consumption of Drugs amongst University Students of Social Sciences: A Pilot Study

International Journal of Environmental Research and Public Health ◽

10.3390/ijerph18094502 ◽

2021 ◽

Vol 18 (9) ◽

pp. 4502

Author(s):

José Luis Rodríguez-Sáez ◽

Luis J. Martín-Antón ◽

Alfonso Salgado-Ruiz ◽

Miguel Ángel Carbonero

Keyword(s):

Social Support ◽

Emotional Intelligence ◽

Academic Performance ◽

University Students ◽

Regression Model ◽

Household Survey ◽

Predictive Variables ◽

Cannabis Consumption ◽

And Gender ◽

Mood Scale

This descriptive and transversal study, carried out on an intentional sample of 211 subjects who were split in terms of their consumption of psychoactive substances over the last month and who were aged between 18 and 28 (M = 21.36, and SD = 1.90), aimed to explore the emotional intelligence, perceived socio-family support and academic performance of university students vis-à-vis their consumption of drugs and to examine the link between them. The goal was to define university student consumer profile through a regression model using the multidimensional Perceived Social Support Scale (EMAS) and the Trait Meta Mood Scale-24 (TMMS-24) as instruments, together with academic performance and gender. The results report alcohol, tobacco, and cannabis consumption rates that are above the levels indicated by the Spanish household survey on alcohol and drugs in Spain (EDADES 2019) for the 15–34-year-old age range in Castilla y León. A certain link was observed between the consumption of substances and academic performance, although no differences were seen in academic performance in terms of consumer type. There was also no clear link observed between emotional intelligence and academic performance or between social support and academic performance. The predictive contribution of the variables included in the regression model was low (9%), which would advocate completing the model with other predictive variables until more appropriate predictability conditions can be found.

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The Relationship between Learning Styles and Academic Performance: Consistency among Multiple Assessment Methods in Psychology and Education Students

Sustainability ◽

10.3390/su13063341 ◽

2021 ◽

Vol 13 (6) ◽

pp. 3341

Author(s):

Jesús Maya ◽

Juan F. Luesia ◽

Javier Pérez-Padilla

Keyword(s):

Early Childhood ◽

Academic Performance ◽

Learning Styles ◽

Primary Education ◽

High Performance ◽

Multiple Choice ◽

Assessment Methods ◽

Theory And Practice ◽

Education Students ◽

The Relationship

Universities strive to ensure quality education focused on the diversity of the student body. According to experiential learning theory, students display different learning preferences. This study has a three-fold objective: to compare learning styles based on personal and educational variables, to analyze the association between learning styles, the level of academic performance, and consistency of performance in four assessment methods, and to examine the influence of learning dimensions in students with medium-high performance in the assessment methods. An interdisciplinary approach was designed involving 289 psychology, early childhood education and primary education students at two universities in Spain. The Learning Style Inventory was used to assess learning styles and dimensions. The assessment methods used in the developmental psychology course included the following question formats: multiple-choice, short answer, creation-elaboration and an elaboration question on the relationship between theory and practice. Univariate analysis, multivariate analysis, and binomial logistic models were computed. The results reveal Psychology students to be more assimilative (theoretical and abstract), while early childhood and primary education students were evenly distributed among styles and were more divergent and convergent (practical) in absolute terms. In addition, high scores in perception (abstract conceptualization) were associated with a high level of performance on the multiple-choice tests and the elaboration question on the relationship between theory and practice. Abstract conceptualization was also associated with medium-high performance in all assessment methods and this variable predicted consistent high performance, independent of the assessment method. This study highlights the importance of promoting abstract conceptualization. Recommendations for enhancing this learning dimension are presented.

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Learning styles and academic performance in an African university

Research in Education ◽

10.1177/003452379605600108 ◽

1996 ◽

Vol 56 (1) ◽

pp. 87-92 ◽

Cited By ~ 1

Author(s):

Nessan Ronan

Keyword(s):

Academic Performance ◽

Learning Styles

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The Impact of Vodcasts and Learning Styles on Academic Performance in Health and Fitness

Medicine & Science in Sports & Exercise ◽

10.1249/01.mss.0000478651.85907.87 ◽

2015 ◽

Vol 47 ◽

pp. 706

Author(s):

Isaac Henry ◽

Larissa Boyd ◽

Simon Smith

Keyword(s):

Academic Performance ◽

Learning Styles ◽

Health And Fitness ◽

The Impact

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INFLUENCE OF LEARNING AND TEACHING STYLE ON STUDENTS' ACADEMIC PERFORMANCE

BULLETIN Series of Pedagogical Sciences ◽

10.51889/2021-2.1728-5496.06 ◽

2021 ◽

Vol 72 (2) ◽

pp. 46-56

Author(s):

T.V. Lantseva ◽

Keyword(s):

Student Achievement ◽

Academic Performance ◽

Learning Styles ◽

Student Teaching ◽

Teaching Style ◽

Teaching Styles ◽

Practical Significance ◽

Learning And Teaching ◽

Significant Difference ◽

New Knowledge

Research Problem. This article examines the practice and shows the theory and outcome of the study of whether there is a significant relationship of students' academic performance depending on their learning and teaching style, whether there is a significant difference in students' grades depending on their teachers' teaching styles, and whether there is a significant difference between students' academic performance. The purpose of the study focuses on gaining new knowledge about the relationship between the learning and teaching style of a university instructor and student's academic performance. The methodology, methods, and techniques of the study. This study used the Grasch-Richman Learning Styles Questionnaire, which includes tools to assess both learning styles and teaching styles. Our study was designed as a survey study (suitable for determining the existing situation without intervention) and used a quantitative research methodology. The study also used a teaching style inventory method. Results. The results of the study showed that student achievement scores did not change significantly based on their teaching styles; a significant difference was found between student achievement and the correspondence between faculty teaching style and student teaching style. Scientific novelty/practical significance. The new knowledge gained allows us to consider the implications of how emerging learning opportunities relate to student preparation in higher education and teacher level support. Conclusions and Recommendations. The results of our study confirm that learning, teaching styles, and student achievement are interrelated, but in examining these three variables, other variables such as the specific difficulties encountered in teaching a particular subject, the age group of students, and the context of the school must also be considered. There is no "bad" style of qualified teaching. It should not, however, interfere with a teacher's professional development. New knowledge about teaching/learning styles can be useful for beginning university teachers as well as for their students.

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Deberes escolares y rendimiento académico en Educación Primaria

Anales de Psicología ◽

10.6018/analesps.31.2.171131 ◽

2015 ◽

Vol 31 (2) ◽

pp. 562 ◽

Cited By ~ 15

Author(s):

Antonio Valle ◽

Irene Pan ◽

José C. Núñez ◽

Pedro Rosário ◽

Susana Rodríguez ◽

...

Keyword(s):

Academic Achievement ◽

Academic Performance ◽

Mathematics Achievement ◽

Foreign Language ◽

Primary Education ◽

Predictive Variables ◽

Time Optimization ◽

And Gender ◽

Educación Primaria ◽

The Relationship

This paper analyzes the relationship between homework behavior and academic achievement using a sample of students from the last three years of primary education. The variables associated with student involvement in homework were the amount of homework completed, the time spent on homework, and homework time optimization, while academic achievement was estimated based on the grades in mathematics and foreign language (english). The possible effect of the course and gender when calculating the level of predictive variables concerning the homework on academic achievement was analyzed. The results indicated that the amount of homework done and the optimization of the time dedicated at homework significantly and positively predicted academic performance in both subjects. However, the amount of time spent on homework was not relevant. Finally, while gender was not statistically significant in predicting academic achievement, the course itself was statistically significant: as the course advances the mathematics achievement tends to diminish.

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