scholarly journals An Investigation between Multiple Intelligences and Learning Styles

2018 ◽  
Vol 6 (2) ◽  
pp. 125 ◽  
Author(s):  
Sabriye Şener ◽  
Ayten Çokçalışkan
Keyword(s):  
Learning Styles ◽  
Multiple Intelligences ◽  
Learning Style ◽  
Quantitative Research ◽  
Multiple Intelligence ◽  
School Students ◽  
Student Centered ◽  
Perceptual Learning Style ◽  
Significant Difference ◽  
Design Activities

Exploring learning style and multiple intelligence type of learners can enable the students to identify their strengths and weaknesses and learn from them. It is also very important for teachers to understand their learners’ learning styles and multiple intelligences since they can carefully identify their goals and design activities that can teach to the different intelligences, and design student-centered activities. This study aims to reveal secondary school students’ multiple intelligences and learning styles. It also aims to describe gender differences and the relationship between learning styles and multiple intelligences of the students. The research study employed a quantitative research design and the data were collected from the students of a state school in the winter term of 2015-2016 Education Year. The data were gathered by means of the two instruments: The Perceptual Learning-Style Preference Questionnaire (PLSPQ), and the Multiple Intelligence Inventory. It was observed that the students had almost all these types of learning styles but mostly they were found to be tactile and auditory learners. The three intelligence groups: Naturalistic, Visual and Kinesthetic intelligences types received the highest score. The analyses also indicated that there was a significant difference between males and females. It was seen that most of the intelligence types and learning styles had a moderate positive correlation.

scholarly journals ANALYSIS ON STUDENTS’ MATHEMATICS ACHIEVEMENT BASED ON LEARNING STYLES

2021 ◽  
Vol 3 (2) ◽  
pp. 59-64
Author(s):  
Louise M Saija
Keyword(s):  
High School Students ◽  
Mathematics Achievement ◽  
Learning Styles ◽  
Learning Style ◽  
Junior High School ◽  
School Students ◽  
Mathematics Problem Solving ◽  
Perceptual Learning Style ◽  
Significant Difference ◽  
And Mathematics

This descriptive and comparative study aims to see the students learning styles and mathematics achievements. The respondent are fifty junior high school students in Lembang, West Bandung, Indonesia. The research instruments are Perceptual Learning Style Preference Questionnaire (PLSPQ) and mathematics problem solving test. The result of this study are: (1) Only twenty percent of the students have exactly  one learning style and most of the students has kinesthetic learning style; (2) Students who have  three or less major learning styles perform good mathematics achievement,  and  students who have minor learning styles only, perform better mathematics achievements averagely, comparing with students who have major learning styles; (3) Students perform better mathematics achievement when they have more than one learning style, (4) There is no significant difference in the students’ mathematics achievement, between students who have three or less major learning styles and students who have more than three major learning styles.

scholarly journals The Relationship between Prefered Learning Styles, Reading Strategies and Reading Achievement of Efl at Thai Nguyen University, Vietnam

2020 ◽  
Vol 03 (11) ◽  
Author(s):  
Dang Thi Thanh Huong ◽  
Keyword(s):  
Reading Achievement ◽  
Learning Styles ◽  
Learning Style ◽  
Language Learners ◽  
Reading Strategies ◽  
Quantitative Research ◽  
Visual Language ◽  
Assessment Instrument ◽  
Perceptual Learning Style ◽  
Significant Difference

The present study was conducted at the School of Foreign Languages, Thai Nguyen University, Vietnam. There were 132 second years students participated in the study. The study employed quantitative research design. The instruments used in the study included the Perceptual Learning Style Preference Questionnaire (PLSPQ) developed by Reid (1987); the Survey of reading strategies (SORS) which was a 30-item self-assessment instrument developed by Sheorey and Mokhtari (2002), and a simulated IELTS reading test. The findings of the study revealed that there was a statistically significant difference in the uses of reading strategies by different learning styles. The Visual language learners used the most reading strategies (M= 2.92). The Auditory language learners ranked the second (M=2.50). Tactile and Kinesthetic learners used reading strategies at low level (M=2.0). Group language learners used the least reading strategies (M=1.04). In terms of reading achievement among different learning styles, the results of the study showed that there was a statistically difference on the reading achievement by learners of different learning styles. The Visual language learners achieved highest scores (M=5.49). Tactile language learners ranked the second of M=4.5. Auditory and Kinesthetic language learners scored almost similar of M=3.36 and M=3.72 respectively. Group and Individual learners ranked the last of M=2.83 and M=2.77.

scholarly journals A STUDY OF MULTIPLE INTELLIGENCE IN RELATING TO LEARNING STYLE AMONG HIGHER SECONDARY STUDENTS

2017 ◽  
Vol 5 (6) ◽  
pp. 310-319
Author(s):  
Jeevitha S ◽  
Vanitha J
Keyword(s):  
High School Students ◽  
Learning Styles ◽  
Multiple Intelligences ◽  
Learning Style ◽  
Secondary Students ◽  
Descriptive Analysis ◽  
Multiple Intelligence ◽  
Differential Analysis ◽  
School Students ◽  
Main Motive

Students’ reveal different learning styles and multiple intelligences, and only by accommodating these several abilities can teachers appropriately plan and conduct tasks and evaluate what students have learned. The present study describes the types of learning styles and multiple intelligences of students, as well as instructional methods that work best with students’ relevant learning traits. The main motive is to study on multiple intelligence in relating to learning style among higher secondary students in Coimbatore district. This research is under taken with a view to examining the relationship with multiple intelligence and learning style of different high school students with a sample size 300. The investigation is analyzed by the descriptive analysis and differential analysis. The result concluded from the study that there is no substantial change with respect to gender, locality, groups and board of institution in their mean score of multiple intelligence and learning style. The correlation is not significant with the multiple intelligence and learning style.

scholarly journals A Study on Learning Style of Higher Secondary School Students

2020 ◽  
Vol 9 (1) ◽  
pp. 163-168
Author(s):  
R Udhaya Mohan Babu ◽  
G Kalaiyarasan
Keyword(s):  
Secondary School ◽  
Learning Styles ◽  
Learning Style ◽  
Behavioral Change ◽  
Secondary School Students ◽  
Home Schooling ◽  
Vital Role ◽  
School Students ◽  
Significant Difference ◽  
Best Fit

The author has investigated the learning style of the students and behavioral change in the learner and also when they note the persistence of this change. Learning happens in stages, and at each stage, students learn in different ways. Difficulties that arise at home, schooling are often due to differences in learning styles. It has been proposed that teachers should assess the learning styles of their students and adapt their classroom methods to best fit each student’s learning style. These possessed learning styles play a vital role in deciding their level of achievement. This achieved test score determines their future career. The ambitions and aspirations of our students are largely governed by their learning skills adopted by the students. There is no significant difference between XI and XII standard higher secondary school students in their learning styles in the dimensions. This study will be more fruitful when suggestions given by the investigator are applied for further study and it will be of great help for those who want to study further in this field.

scholarly journals Investigation of High School Students’ Geometry Course Achievement According to Their Learning Styles

2018 ◽  
Vol 9 (1) ◽  
pp. 1
Author(s):  
Hasan Altun
Keyword(s):  
High School ◽  
High School Students ◽  
Learning Styles ◽  
Learning Style ◽  
Female Students ◽  
School Students ◽  
Quantitative And Qualitative Research ◽  
Significant Difference ◽  
Course Achievement ◽  
11Th Grade

The aim of this study is to investigate high school students’ geometry course achievement according to their learning styles. 11th grade students in İzmir constitute the general universe of the research and the sampling of the research comprises of 11th grade students in Karabağlar district. Sampling of the research consists of total 50 high school students, determined by using appropriate sampling method. 60% (n=30) of these students are female and 40% (n=20) of them are males. Both quantitative and qualitative research methods were used depending on the main and sub-questions of the research. Kolb’s Learning Style Inventory was used in order to determine the learning styles of the students. As a result of the research, it was found out that most of the students who have diverging learning style were female students (77.8%), most of the students who have accommodating learning style were female students (75%), the number of male students (47.4%) and the number of female students (52.6%) who have assimilating learning styles are close and it was found out that, among the students who have converging learning style, female students (55.6%) were more than males. It was determined that there was no statistically significant difference between the geometry achievement scores according to learning styles and that the students' geometric achievement means were statistically significant according to gender. It was proposed that taking learning styles into account in the regulation of education environments can help to increase achievement.

scholarly journals Student learning styles: Implications for interprofessional education program design

2020 ◽  
Vol 2 (1) ◽  
pp. 101-112
Author(s):  
Todd Michael Tedrow ◽  
◽  
Jennifer Anderson ◽  
Keyword(s):  
Learning Styles ◽  
Student Learning ◽  
Learning Style ◽  
Interprofessional Education ◽  
Quantitative Research ◽  
Learning Experience ◽  
Academic Disciplines ◽  
Cross Sectional ◽  
Student Centered ◽  
Student Learning Style

This cross-sectional, exploratory, quantitative research project investigated differences in students’ learning styles across multiple academic disciplines. The Grasha-Reichmann Student Learning Style Scales (GRSLSS) was selected which presents six learning styles: independent, avoidant, collaborative, dependent, competitive, and participant. Surveys were administered to students (N = 448) registered in professional preparatory programs (n = 6) at a Midwest regional commuter-based campus. Results support the need for interprofessional education initiatives to be developed from a student-centered perspective where the attributes of learners are interwoven – explicitly and implicitly, into the learning experience.

scholarly journals Learning Style Preference: Results of Repetitive Cross-Sectional Surveys in an Higher Education Institution

2020 ◽  
Vol 9 (4) ◽  
pp. 730
Author(s):  
Eliot Simangunsong
Keyword(s):  
Higher Education ◽  
Learning Styles ◽  
Learning Style ◽  
Learning Experience ◽  
Teaching Style ◽  
Education Institution ◽  
School Students ◽  
Cross Sectional ◽  
Systematic Analysis ◽  
Significant Difference

Using the theoretical framework of the Felder-Silverman Learning Styles Model, this study aims to understand the learning styles of middle school students entering the university to promote teaching innovation and improve the quality of the learning experience. A quantitative research method was applied through repeated cross-sectional surveys for 3 years among 2,325 students. Systematic analysis is applied to investigate respondent learning styles. Data analysis showed a significant difference in terms of the sex of students, while in terms of graduation years, the proportion of sequential students showed a significant increase from 2014 to 2016; this might imply that students from scientific or analytic backgrounds increasingly choose management schools. As expected, management students are active in character, except in accounting programs, where sensing learners are dominant. Innovative, active and visual-based learning is also preferred. Through the findings of this study, we conclude that interest in studies is related to the learning dimensions. The teaching style must follow the characteristics of the learning dimensions to provide an optimal learning experience. Here, it is important to implement an innovation-based learning process in higher education institutions.

scholarly journals Investigating the Learning Styles Preferences of First-year B.Ed. Students Studying in a Public Sector University of Northern Sindh, Pakistan

sjesr ◽  
2021 ◽  
Vol 4 (1) ◽  
pp. 304-314
Author(s):  
Sania Nasir ◽  
Dr. Shahid Hussain Mughal ◽  
Amjad Ali Rind
Keyword(s):  
Public Sector ◽  
Learning Styles ◽  
Learning Style ◽  
Quantitative Research ◽  
Teaching And Learning ◽  
Teaching Style ◽  
Simple Random Sampling ◽  
Research Approach ◽  
Student Centered ◽  
Aural Learning

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.

Identifying Young Learners’ Learning Styles among Iranian EFL Learners

2016 ◽  
Vol 6 (7) ◽  
pp. 1444 ◽  
Author(s):  
Noushin Asadipiran
Keyword(s):  
High School ◽  
High School Students ◽  
Learning Styles ◽  
Perceptual Learning ◽  
Learning Style ◽  
Visual Learning ◽  
School Students ◽  
Young Learners ◽  
Perceptual Learning Style ◽  
Perceptual Learning Styles

The purpose of this study was to identify preferred perceptual learning styles of Iranian young learners. To accomplish this aim, a Perceptual Learning Style Preference Questionnaire (PLSPQ) used to measure the students’ preferred learning styles. The participants of the current study were 60 high school students. They were first-year high school male students studying in Tehran, Iran. The analysis of data revealed that the most preferred learning style was visual learning style (30% of the participants), and the less preferred one was group learning style (5%). The second to fifth place belonged to tactile (25%), auditory (20%), individual (15%) and kinesthetic (10%) learning style, respectively.

Modeling Learners in Educational Games: Relationship Between Playing and Learning Styles

2018 ◽  
Vol 49 (6) ◽  
pp. 675-699 ◽  
Author(s):  
Nabila Hamdaoui ◽  
Mohammed Khalidi Idrissi ◽  
Samir Bennani
Keyword(s):  
High School Students ◽  
Learning Styles ◽  
Learning Style ◽  
Quantitative Research ◽  
Educational Games ◽  
Statistical Correlation ◽  
Educational Game ◽  
School Students ◽  
Chi Square ◽  
Exact Test

Background: Video games are very well known for their intrinsic adaptivity; as they adapt the gameplay to the player’s preferences and rhythm. In addition to adapting the gameplay, educational games should also adapt the learning content to match the learner’s competencies, preferences, playing and learning styles. Determining the playing style in an educational game is made possible by collecting certain metrics and information susceptible of monitoring the player’s interactions in the game. However, it is still a challenge to assess the learner’s learning style. Aim: This study examines the correlation between learning and playing styles. It has been acknowledged that both playing and learning styles are related to personality. After examining the personality traits of each style of both Kolb’s learning styles and Bartle’s playing styles, it was hypothesized that there would be a correlation between the two. In that purpose, a quantitative research was conducted to explore the relationship between the two taxonomies. Method: One hundred high school students majoring in science in Morocco have completed Kolb’s learning style inventory (version 3.1) as well as the Bartle test questionnaire developed by Andreasen and Downey. The statistical correlation between the two taxonomies was investigated using cross-tabulation, Chi-square/Fisher’s exact test and Pearson coefficient. Results: Results revealed a relevant interdependency between Kolb’s learning styles and Bartle’s playing styles. The ‘convergent’ type was found to correlate with Bartle’s explorer type; the majority of assimilators adopt the killer type in a game; accomodators tend to be achievers and divergers prefer to be socializers. In terms of learning styles, it was noticed that the majority of participants adopted the converging and the assimilating learning styles; which is in line with what it is indicated in Kolb’s inventory. Results have also shown that learning and playing styles are gender independent. It was concluded that the learning style can be predicted, based on the playing style.

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