Learning style preferences of postgraduate students

2018 ◽  
Vol 11 (2) ◽  
pp. 291-311 ◽  
Author(s):  
Darwish Abdulrahamn Yousef
Keyword(s):  
Learning Styles ◽  
Learning Style ◽  
Design Methodology ◽  
Teaching Styles ◽  
Content Type ◽  
Academic Characteristics ◽  
Postgraduate Students ◽  
Learning Style Preferences ◽  
Males And Females ◽  
Style Preferences

Purpose This study aims to incorporate the Honey and Mumford’s learning styles questionnaire (LSQ) to assess the learning style preferences of postgraduate students at the British University in Dubai (BUiD), as well as investigating whether there are statistically significant differences in such preferences from demographic and academic characteristics perspective. Design/methodology/approach Questionnaires were distributed to a sample of 200 students (males and females) in various postgraduate programs. Descriptive statistics analysis presented the main characteristics of the respondents and the results of the study. The independent samples t-test and Kurskal–Wallis test determined if there are significant differences in learning style preferences among the postgraduate students because of their demographic and academic characteristics. Findings The results revealed that postgraduate students preferred the theorist (20.36), reflector (20.31), pragmatist (19.00) and activist (18.62) learning styles, while no significant statistical differences were found across the four learning styles from demographic and academic characteristics standpoint. Research/limitations implications On one hand, the present study has several limitations. First, the findings of the study are based on data from only single university. Second, the sample is limited to postgraduate students. Third, the results are based on a self-reported questionnaire, which might affect their reliability. On the other hand, this study has some implications for educators and students. Its results could help educator adopt appropriate teaching styles and strategies that match the preferred learning styles of the majority of their students. Students themselves could also benefit from knowing their own learning style. Originality/value The present study is the first scholarly attempt to explore learning style preferences of postgraduate students in the UAE higher education context.

The use of the learning styles questionnaire (LSQ) in the United Arab Emirates

2016 ◽  
Vol 24 (4) ◽  
pp. 490-506 ◽  
Author(s):  
Darwish Abdulrahman Yousef
Keyword(s):  
Higher Education ◽  
Learning Styles ◽  
Learning Style ◽  
United Arab Emirates ◽  
Undergraduate Students ◽  
Self Report ◽  
Content Type ◽  
Academic Characteristics ◽  
Learning Style Preferences ◽  
Style Preferences

Purpose The purpose of this study is to examine the use of Honey and Mumford’s (1986) learning styles questionnaire (LSQ) in the context of United Arab Emirates (UAE) higher education. In particular, it aims at exploring the learning style preferences of United Arab Emirates University (UAEU) students using LSQ. It also investigates whether there are statistically significant differences in students’ learning style preferences because of their demographic and academic characteristics. Design/methodology/approach Data were collected from a sample of 1,463 undergraduate students at the UAEU. Descriptive and inferential statistics were used to present the main characteristics of respondents, to explore the learning style preferences of UAEU students and to find out whether there are significant differences in students’ learning style preferences because of their demographic and academic characteristics. Findings Results indicated that UAEU students have strong preferences for the four learning styles. Results showed that about 68 per cent of UAEU students have strong or very strong preferences for the activist leaning style, whereas about 84 per cent have strong or very strong preferences for the reflector learning style, 78 per cent have strong or very strong preferences for the theorist learning style; about 60 per cent have strong or very strong preferences for the pragmatist learning style. Furthermore, there were statistically significant differences in certain learning styles because of students’ demographic and academic characteristics. Research limitations/implications There are a number of limitations associated with this study. First, data were collected from a single university in the UAE. Second, the results are based on a self-report survey and this in turn might affect the reliability of the results. Another limitation is that this study is of snapshot type. Hence, it might not capture the dynamic nature of learning style. On the other hand, it has a number of implications for students, educators and administrators. Originality/value The present study is the first attempt to explore learning styles preference of undergraduate students using LSQ, not only in the content of UAE higher education but also in the Arab world.

Learning styles preferences of statistics students

2016 ◽  
Vol 24 (2) ◽  
pp. 227-243 ◽  
Author(s):  
Darwish Abdulrahman Yousef
Keyword(s):  
Learning Styles ◽  
Learning Style ◽  
School Type ◽  
Content Type ◽  
Academic Characteristics ◽  
Four Dimensions ◽  
Learning Style Preferences ◽  
Dimensions Of Learning ◽  
Style Preferences ◽  
Undergraduate Statistics

Purpose – Although there are many studies addressing the learning styles of business students as well as students of other disciplines, there are few studies which address the learning style preferences of statistics students. The purpose of this study is to explore the learning style preferences of statistics students at a United Arab Emirates University (UAEU). Furthermore, it investigates whether there are statistically significant differences along the four dimensions of learning styles due to students’ demographic and academic characteristics. Design/methodology/approach – Questionnaires were distributed to the whole population which included 79 undergraduate statistics students at the UAEU, of which 69 returned the questionnaire. Descriptive statistics such as frequencies and percentages were used to present the main characteristics of respondents and the results of the study. Additionally, a chi-square test was used to find out if there were significant differences along the four dimensions of learning style preferences due to students’ demographic and academic characteristics. Findings – The results indicate that UAEU undergraduate statistics students have balanced preferences along the four dimensions of learning styles. Results also suggest that there are no statistically significant differences along the four dimensions of learning styles due to students’ demographic and academic characteristics, except in the active-reflective and sensing-intuitive dimensions with respect to high school type (private vs public). Research limitations/implications – There are a number of limitations associated with this study. First, the findings of the study are based on data from only one university. Second, the sample was small and limited to undergraduate statistics students and, therefore, it excluded graduate students who might have had different experiences. Third, the results are based on a self-reported questionnaire and this, in turn, might have affected the reliability of the results On the other hand, it has a number of implications for educators and students. Educators will benefit from the results of this study in the sense that they will adopt teaching styles and strategies that match learning styles of the majority of their students. Students themselves will benefit from knowing their own learning style. Originality/value – The present study is the first attempt to explore learning styles preference of undergraduate students not only in the UAE setting but also in the developing country setting.

scholarly journals Investigating the Match and Mismatch between Students’ Learning Styles and Teacher’s Teaching Styles in a Saudi School: A Case Study

2021 ◽  
Vol 3 (2) ◽  
pp. 10-20
Author(s):  
Alaa Q. Alhourani
Keyword(s):  
Saudi Arabia ◽  
Learning Styles ◽  
Learning Style ◽  
English Language ◽  
Teaching Style ◽  
Teaching Styles ◽  
Language Teacher ◽  
Learning Style Preferences ◽  
Style Preferences

This study examines if there is a match or mismatch between students’ learning styles and the teacher’s teaching styles in a classroom at Khalid Bin Alwlid School, Tabarjal, Saudi Arabia. The main objectives of this study are to determine dominant learning styles of the whole secondary grade students and the teacher’s teaching style. This study was carried out as a case study, and the data were analyzed qualitatively and quantitatively. Participants of this study were a class of 15 students and their English language teacher to the first secondary stage. The instruments used for collecting data were Reid’s Perceptual Learning Style Preference Questionnaire (1995), Teachers Teaching Style Preferences Questionnaire (Peacock 2001), and semi-structured interview. The findings of this study indicated that the majority of the students had multiple learning styles with at least auditory and group as their major learning style preferences, followed by kinesthetic, tactile, and visual as their minor learning style preferences. They showed negative preference towards individual style. The major learning style preferences of the English language teacher were visual and individual, followed by tactile and kinesthetic as his minor style preferences, while his negligible teaching style preferences were auditory and group. There was a mismatch between the teacher’s teaching style and the students’ learning style at Khalid Bin Alwlid School, Tabarjal, Saudi Arabia

Learning style preferences of undergraduate students

2018 ◽  
Vol 60 (9) ◽  
pp. 971-991 ◽  
Author(s):  
Darwish Abdulrahman Yousef
Keyword(s):  
Learning Styles ◽  
Learning Style ◽  
United Arab Emirates ◽  
Undergraduate Students ◽  
Content Type ◽  
Four Dimensions ◽  
Learning Style Preferences ◽  
Dimensions Of Learning ◽  
Married Students ◽  
Style Preferences

PurposeThe purpose of this paper is to address the use of Honey and Mumford’s Learning Styles Questionnaire (LSQ) to investigate the learning style preferences of undergraduate students at the American University of Ras Al Khaimah (AURAK) in the United Arab Emirates (UAE) culture. It also investigates whether there are significant differences across the four dimensions of learning styles due to students’ demographics.Design/methodology/approachQuestionnaires were distributed to a sample of 200 undergraduate students at AURAK in the UAE. The majority of students were Arabic native-speakers. Descriptive statistics were used to present the main characteristics of respondents and the results of the study. The independent samplest-test, Mann–Whitney test and Kurskal–Wallis test were used to find out if there are significant differences across the four dimensions of learning styles due to students’ demographics.FindingsThe results of the study illustrated that undergraduate students at AURAK have preferences for the reflector (15.0), pragmatist (14.2), theorist (13.9) and activist (12.3) learning styles. Moreover, there are only significant differences between Emirati and non-Emirati students across the four learning styles and between single and married students in the theorist learning style.Research limitations/implicationsThis study has a number of limitations. First, the findings of the study are based on the data collected from only one university. Second, the sample is limited to undergraduate students and, therefore, it excludes graduate students who might have different experiences. Third, the results are based on a self-reported questionnaire which might affect the reliability of the results. On the other hand, it has a number of implications for educators and students. Educators will benefit from the results of this study in the sense that they need to adopt teaching styles and strategies that match the learning styles of the majority of their students. Students themselves will benefit from knowing their own learning style.Originality/valueThe present study validates a learning style theory developed in a western culture in an Arabic culture.

Learning Style Preferences of Undergraduate Nursing Students: A Systematic Review

2019 ◽  
Vol 21 (1) ◽  
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.

scholarly journals INSIGHTS INTO LEARNING STYLES PREFERENCE OF ENGINEERING UNDERGRADUATES: IMPLICATIONS FOR TEACHING AND LEARNING

2022 ◽  
Vol 7 (1) ◽  
pp. 390-409
Author(s):  
Nadia Nur Afiqah Ismail ◽  
Tina Abdullah ◽  
Abdul Halim Abdul Raof
Keyword(s):  
Learning Styles ◽  
Language Learning ◽  
Engineering Education ◽  
Learning Style ◽  
Teaching And Learning ◽  
English Language ◽  
Learning Style Preferences ◽  
Style Preferences ◽  
Learning Style Preference ◽  
Engineering Undergraduates

Background and Purpose: Education at higher institutions prepares graduates for the real world. To develop and maintain quality, the focus must not only be on what institutions can offer but also on the learning needs and styles of learners. Despite many studies on engineering learners’ learning styles, limited research has been conducted to compare the learning styles of Engineering and Engineering Education learners. This study was conducted to ascertain the learning style preferences of first-year undergraduates from both groups in a science and technology-driven university in Malaysia.   Methodology: This descriptive study consisted of 40 Engineering and 40 Engineering Education learners who attended an English language course at the university. Perceptual Learning Style Preference Questionnaire was adopted as the survey instrument. The data were analysed using self-scoring sheet and Statistical Package for the Social Sciences.   Findings: While both groups chose Kinaesthetic as a major learning style preference, the Engineering Education learners also chose Group, Tactile, and Auditory learning styles as their other major preferences. Both groups chose Visual and Individual as their minor preferences.   Contributions: The findings extend research demonstrating the significant role of specific disciplines in Engineering to determine the learning style preferences of learners. The findings also provide useful insights that suggest implications for practice and policy.   Keywords: Engineering, engineering education, English language, learning styles, teaching and learning.   Cite as: Ismail, N. N. A., Abdullah, T., & Abdul Raof, A. H. (2022). Insights into learning styles preference of engineering undergraduates: Implications for teaching and learning.  Journal of Nusantara Studies, 7(1) 390-409. http://dx.doi.org/10.24200/jonus.vol7iss1pp390-409

Changes in Learning-Style Preferences: A Reply to Ruble and Stout

1992 ◽  
Vol 70 (3_suppl) ◽  
pp. 1072-1074
Author(s):  
Marshall A. Geiger ◽  
Jeffrey K. Pinto
Keyword(s):  
Learning Styles ◽  
Learning Style ◽  
Learning Style Preferences ◽  
Learning Styles Inventory ◽  
Style Preferences ◽  
Over Time

This note is a reply to Ruble and Stout's 1992 critique of our 1991 study of changes in learning style over time. While some of their comments have merit, the remaining conclusions are that the dimension scores on the Learning Styles Inventory exhibit considerable stability over time and should be analyzed when assessing changes in learning style.

Survey of Students' Perception and the Influence of Learning Style Preferences on Learner's Intention to Use 3D Visualization Instruction

2016 ◽  
pp. 297-316
Author(s):  
Yu-Hsin Hung ◽  
Ray I. Chang ◽  
Chun Fu Lin
Keyword(s):  
Learning Styles ◽  
Learning Style ◽  
Undergraduate Students ◽  
Teaching And Learning ◽  
3D Visualization ◽  
Intention To Use ◽  
Learning Style Preferences ◽  
Computer Science Pedagogy ◽  
Style Preferences ◽  
3D Representations

3D visualization specifically has been widely applied in a broad range of fields, including computer science, pedagogy, and so forth. 3D visualization instruction has become the essential tool that uses computer programs to generate 3D representations of manmade objects. For users, 3D visualization instruction can be manipulated, altered and efficiently communicated to others, and it is efficient for teaching and learning. The aim of this study is investigating students' perception toward 3D visualization instruction, and the influence of learning-style preferences on learners' intentions to use 3D visualization instruction. We are trying to develop the experiment which undergraduate students participated in this study, the purpose of which was to investigate the utilize 3D visualization instruction access to the single learning style and multiple learning styles. Data mining technology was employed in this study to identify multiple learning styles. The result showed that high visual and high sensing learning style has potential of using 3D visualization instruction.

scholarly journals An Exploration of Learning Styles Preferences of Higher Education Students in Pakistan

2017 ◽  
Vol 6 (4) ◽  
pp. 49
Author(s):  
Fakhra Yasmin ◽  
Ahsan Akbar ◽  
Zhang Yan
Keyword(s):  
Learning Styles ◽  
Learning Style ◽  
Learning Approaches ◽  
Academic Goals ◽  
Education Practice ◽  
The Public ◽  
Learning Style Preferences ◽  
The Social ◽  
Master Level ◽  
Style Preferences

Every individual adopts a unique way to obtain knowledge and this way of acquiring knowledge is known as learning style. These learning approaches of the students can significantly influence their learning outcomes. The aim of this study was to examine the learning styles of Master level students enrolled in Education programs of the public sector universities in southern Punjab region of Pakistan. The study findings reveal that students majoring in Education practice multiple learning styles to accomplish their academic goals endeavors. Moreover, assimilating was the most practiced learning style by the sampled students. The results of ANOVA posits that there are significant differences in learning styles adopted by the students of different universities. The findings of this study provide useful information about the learning style preferences of the social science students and postulate that the choice of university significantly influences the learning style adaptation of students.

scholarly journals PowerPoint presentation in learning physiology by undergraduates with different learning styles

2015 ◽  
Vol 39 (4) ◽  
pp. 367-371 ◽  
Author(s):  
Roopa B. Ankad ◽  
Shashikala GV ◽  
Anita Herur ◽  
Manjula R ◽  
Surekharani Chinagudi ◽  
...  
Keyword(s):  
Sex Differences ◽  
Learning Styles ◽  
Student Performance ◽  
Learning Style ◽  
Research Question ◽  
Sensory Modality ◽  
Learning Performance ◽  
Learning Style Preferences ◽  
Advantages And Disadvantages ◽  
Style Preferences

PowerPoint presentations (PPTs) have become routine in medical colleges because of their flexible and varied presentation capabilities. Research indicates that students prefer PPTs over the chalk-and-talk method, and there is a lot of debate over advantages and disadvantages of PPTs. However, there is no clear evidence that PPTs improve student learning/performance. Furthermore, there are a variety of learning styles with sex differences in classrooms. It is the responsibility of teacher/facilitator and student to be aware of learning style preferences to improve learning. The present study asked the following research question: do PPTs equally affect the learning of students with different learning styles in a mixed sex classroom? After we assessed students' predominant learning style according to the sensory modality that one most prefers to use when learning, a test was conducted before and after a PPT to assess student performance. The results were analyzed using Student's t-test and ANOVA with a Bonferroni post hoc test. A z-test showed no sex differences in preferred learning styles. There was significant increase in posttest performance compared with that of the pretest in all types of learners of both sexes. There was also a nonsignificant relationship among sex, learning style, and performance after the PPT. A PPT is equally effective for students with different learning style preferences and supports mixed sex classrooms.

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