Why Students Should Be Taught Differently: Learner Characteristics, Learning Styles and Simulation Performance

2021 ◽  
pp. 104687812110658
Author(s):  
Bindu Kulkarni ◽  
Ranjan Banerjee ◽  
Rajasekaran Raghunathan
Keyword(s):  
Learning Styles ◽  
Learning Style ◽  
Reflective Learning ◽  
Outcome Variable ◽  
Full Time ◽  
Business Simulation ◽  
Older Students ◽  
Learner Characteristics ◽  
Simulation Performance ◽  
Business Simulations

Background Business simulation as an instructional tool helps in developing integrative thinking and decision making skills. It is being taught to audiences who differ considerably in age, work experience (learner characteristics) and learning styles. The use of simulations is likely to grow further with advancements in internet technology and the fact that simulations are very amenable to remote modes of instruction. Aim This study aims to assess how learner characteristics and learning styles impact business simulation performance. It further assesses the combined effect of learner characteristics and learning styles on performance in business simulations, we specifically consider the manner in which learning styles moderate the impact of learner characteristics (age) on simulation performance. Method The study was conducted with 605 students of full time MBA and executive MBA programs with age group varying from 21 years to 53 years. They were taught using the same business simulation by CAPSIM. The learning styles were measured using Felder-Solomon’s instrument ‘Index of learning style’. Regression analysis was conducted with predictor variables of learner characteristics and learning styles and outcome variable of simulation performance. The moderating effect of specific learning styles on learner characteristics was identified. Results The findings indicate that age is a significant predictor of simulation performance (younger, tech savvy students do better). Also, the use of reflective learning style enables better performance in business simulations. Older students are able to draw on experience and benefit more from reflective learning, for business simulations which involve integration across functions. Conclusion The study enhances our conceptual understanding of the factors enabling performance in business simulations and provides specific direction on how instructors must adapt facilitation approaches for different age groups of participants. Reflection is important for learning with business simulations; hence, the reflective learning style should be encouraged particularly among older students.

The Effect of Teaching Strategies and Learning Styles on the Students’ Achievement

2014 ◽  
Vol 11 (2) ◽  
Author(s):  
Teguh Satria Amin ◽  
Eddi Setia ◽  
Lince Sihombing
Keyword(s):  
Reading Comprehension ◽  
Learning Styles ◽  
Learning Style ◽  
Teaching Strategies ◽  
Sampling Technique ◽  
Reflective Learning ◽  
Direct Reading ◽  
Group 2 ◽  
Experimental Group ◽  
Cluster Random Sampling

This research investigates 1) students’ achievement in reading comprehension taught by using Direct Reading Thinking Activity (DR-TA) strategy is higher than taught by using Know, What to Learn, and Learned (KWL) strategy, 2) students’ achievement in reading comprehension with impulsive learning style is higher than students’ achievement in reading comprehension with reflective learning style, and (3) there is  interaction between teaching strategies and learning styles on the students’ achievement. Two classes containing of 70 students were chosen as sample by apllying cluster random sampling technique. The experimental group 1 was treated by using DR-TA and the experimental group 2 was treated by using KWL. The students’ achievement was measured by using test. The questionnaire was conducted to find out the students’ learning style. The data were analyzed by applying two-ways analysis of variance. The findings show that (1) the students’ achievement in reading comprehension taught by using DR-TA higher than using KWL; (2) students’ achievement in reading comprehension with impulsive learning style is lower than that with reflective learning style; (3) there is interaction between teaching strategies and learning styles on the students’ achievement in reading comprehension. The analysis revealed that the teaching strategies significantly affected the students’ reading achievement.   Keywords: DR-TA, KWL, Impulsive Learning Style, Reflective Learning Style, Reading Comprehension

scholarly journals Tongue Twister, Students’ Pronunciation Ability, and Learning Styles

2017 ◽  
Author(s):  
Arab World English Journal ◽  
Fatchul Mu’in ◽  
Rosyi Amrina ◽  
Rizky Amelia
Keyword(s):  
Learning Styles ◽  
Learning Style ◽  
Learning Experience ◽  
Reflective Learning ◽  
Control Group ◽  
First Year ◽  
Significant Difference ◽  
English Major ◽  
Tongue Twister ◽  
Teaching Pronunciation

In EFL context, considering appropriate technique in teaching pronunciation is a pivotal issue since it could help students to learn how to pronounce English sounds easy. This study aimed to investigate the effect of tongue twister technique on pronunciation ability of students across different learning styles. This study involved 34 first-year English major students taking Intensive English course at Universitas Lambung Mangkurat, one of leading universities in Indonesia. The students in the experimental group were taught by using tongue twister, while those in the control group were taught by using repetition technique. The students were also grouped based on two types of learning styles, namely active and reflective learning styles referring to Felder and Silverman’s (1988) learning style model. The findings of the study showed that there was no significant difference in pronunciation ability between the groups. No significant difference was either found in pronunciation ability between students with active learning style and those with reflective learning style. In spite of the insignificant results, tongue twister is considered beneficial by the students as they perceived that practicing tongue twisters cultivated joyful learning and it helped them to improve their pronunciation, fluency, and motivation in learning English pronunciation. Tongue twister practice could complement the use of repetition technique to enhance students’ learning experience and learning outcome.

scholarly journals Sustainable Education Using Augmented Reality in Vocational Certification Courses

2021 ◽  
Vol 13 (11) ◽  
pp. 6434
Author(s):  
Chia-Jung Lee ◽  
Yen Hsu
Keyword(s):  
Augmented Reality ◽  
Learning Styles ◽  
Cognitive Load ◽  
Learning Style ◽  
Self Efficacy ◽  
Learning Technologies ◽  
Reflective Learning ◽  
Control Group ◽  
Learning Approach ◽  
Learning Effectiveness

In the field of vocational education, no studies have examined the use of augmented reality (AR) learning technologies in the teaching of cosmetology. However, this study proposed the “Makeup AR” learning approach and conducted a quasi-experiment to examine the interaction effect between said approach and students with active and reflective learning styles. The research participants were 70 students from a vocational senior high school. The experimental group comprised 36 participants who were taught using Makeup AR, and the control group comprised 34 participants who were taught using an e-book. The results revealed that the use of Makeup AR improved students’ learning effectiveness. The proposed approach also effectively enhanced students’ self-efficacy and reduced their cognitive load. The students with a reflective learning style had a higher cognitive load than those with an active learning style when using the e-book learning approach. No difference in learning motivation was noted between the experimental and control groups. Overall, Makeup AR is suitable for makeup design certification courses in vocational senior high schools and can enhance learning effectiveness, improve students’ self-efficacy, and reduce cognitive load. This study suggests that the implementation of AR technology in certification courses can be beneficial to learning outcomes.

scholarly journals Preferred Learning Styles according to the Model “HONEY & MUMFORD” among Preparatory year Students at Shaqra University and its Relation to the level of Mathematics achievement: أنماط التعلم المفضلة وفق نموذج "HONEY & MUMFORD" لدى طلاب السنة التحضيرية بجامعة شقراء وعلاقتها بمستوى التحصيل الدراسي في الرياضيات

2020 ◽  
Vol 4 (27) ◽  
Author(s):  
Fahad AbdulRahman Alolyan
Keyword(s):  
Mathematics Achievement ◽  
Learning Styles ◽  
Learning Style ◽  
Teaching Methods ◽  
Classroom Environment ◽  
Reflective Learning ◽  
Validity And Reliability ◽  
High Achieving Students ◽  
Preparatory Year ◽  
The University

This research aimed to measure the style of learning, its percentage and its preferences among a sample of students of the preparatory year, and to reveal the correlation between the learning style and the level of academic achievement in mathematics (Mathematics Course 130). After confirming the validity and reliability, Applied the measure of (Honey and Mumford) on a sample of (53) students of the preparatory year students at the University of Shaqra. The results of the research showed that the Reflector style is the highest learning style preferred of the sample with 37.7% and its index is moderate. The Pragmatist style came second in the standings of preference by 22.6% and its index is moderate, followed by the Theorist style by 20.8% and index is moderate, and finally came the activity style by 18.9% and strong index, the research also found that the Reflector style came in the first standing of preference among low and medium achievement students, where the percentage of the highest style of students reached 40.0%, 39.3% respectively and the strength of its index (moderate) in both categories, where the percentage was the highest pattern for students 40.0%, 39.3% respectively and the strength of its index (moderate) in both categories, while came Practical style ranked first in standing of preference among High-achieving students, with a higher student style of 60.0%, The results also showed that there were no statistically significant differences in the study sample in the achievement of the course (130 mathematics) according to the learning style according to the (Honey and Mumford) measure. In light of these results, the researcher recommended: Provide a suitable classroom environment to diversify the teaching experiences in the teaching of the preparatory year students according to their learning styles, and use of various teaching methods and strategies, specially for reflective learning style.

scholarly journals Associations of learning style with cultural values and demographics in nursing students in Iran and Malaysia

2015 ◽  
Vol 12 ◽  
pp. 42
Author(s):  
Abdolghani Abdollahimohammad ◽  
Rogayah Ja’afar
Keyword(s):  
Nursing Students ◽  
Linear Regression ◽  
Learning Styles ◽  
Cultural Values ◽  
Learning Style ◽  
Power Distance ◽  
Linear Regression Analysis ◽  
Negative Relationship ◽  
Full Time ◽  
Forward Selection

Purpose: The goal of the current study was to identify associations between the learning style of nursing students and their cultural values and demographic characteristics. Methods: A non-probability purposive sampling method was used to gather data from two populations. All 156 participants were female, Muslim, and full-time degree students. Data were collected from April to June 2010 using two reliable and validated questionnaires: the Learning Style Scales and the Values Survey Module 2008 (VSM 08). A simple linear regression was run for each predictor before conducting multiple linear regression analysis. The forward selection method was used for variable selection. P-values ≤0.05 and ≤0.1 were considered to indicate significance and marginal significance, respectively. Moreover, multi-group confirmatory factor analysis was performed to determine the invariance of the Farsi and English versions of the VSM 08. Results: The perceptive learning style was found to have a significant negative relationship with the power distance and monumentalism indices of the VSM 08. Moreover, a significant negative association was observed between the solitary learning style and the power distance index. However, no significant association was found between the analytic, competitive, and imaginative learning styles and cultural values (P>0.05). Likewise, no significant associations were observed between learning style, including the perceptive, solitary, analytic, competitive, and imaginative learning styles, and year of study or age (P>0.05). Conclusion: Students who reported low values on the power distance and monumentalism indices are more likely to prefer perceptive and solitary learning styles. Within each group of students in our study sample from the same school the year of study and age did not show any significant associations with learning style.

scholarly journals Hasil Belajar IPA Berdasarkan Gaya Belajar Siswa

2020 ◽  
Vol 4 (1) ◽  
pp. 1-8
Author(s):  
Tri Ambarwati Adawiyah ◽  
Aloisius Harso ◽  
Adrianus Nassar
Keyword(s):  
Learning Styles ◽  
Learning Outcomes ◽  
Learning Style ◽  
Science Learning ◽  
Outcome Variable ◽  
Validity And Reliability ◽  
Kinesthetic Learning ◽  
Significant Difference ◽  
Class Viii ◽  
Academic Year

This study aims to determine the differences in science learning outcomes of class VIII students of SMP Negeri 1 Larantuka who have visual, auditory and kinesthetic learning styles for the 2019/2020 academic year. The samples in this study were class VIII I and VIII J SMP Negeri 1 Larantuka. The research method used is quantitative with data analysis techniques using One Way Anova. Student learning styles are measured using a questionnaire that has been tested for validity and reliability first. Meanwhile, the learning outcome variable used the documentation method. The results of the F test showed that the value of Fcount <Ftable is 0.198 <2.53 with a significance value of 0.821> 0.05. In conclusion, there is no significant difference in science learning outcomes between students who have visual, auditory and kinesthetic learning styles. Keywords: Learning Style; Science Learning Outcomes

PERSONALITY AND LEARNING STYLE: EVIDENCE FOR BIG FIVE TRAITS

2017 ◽  
Vol 4 (24) ◽  
Author(s):  
Keka Varadwaj
Keyword(s):  
Learning Styles ◽  
Learning Style ◽  
Undergraduate Students ◽  
Big Five ◽  
Learning Processes ◽  
Reflective Learning ◽  
Big Five Personality ◽  
Regression Analyses ◽  
Elaborative Processing ◽  
Big Five Traits

The study examined the relationships between Big Five traits and learning styles of college students. Participants were 360 undergraduate students who completed the NEO-FF) and the Inventory of Learning Processes (ILP). While FFI measured the Big Five personality traits, the ILP measured student’s adoption of the four learning styles; Synthesis-analysis and Elaborative processing for reflective learning, and Methodical study and Fact retention for agentic learning. The data were analyzed by correlation and multiple regressions. The findings of the study were: (i) conscientiousness was positively and neuroticism was negatively associated with all four learning styles; (ii) both agreeableness and openness were positively associated with reflective learning styles; and (iii) extraversion is associated positively only with elaborative processing. The results of multiple regression analyses showed that respectively 37%, 26%, 35% and 9% of the variances of Synthesis-analysis, Elaborative processing, Methodical study and Fact retention were explained by the Big Five traits. The findings of study have implications for teachers in planning their instructions to the appropriateness of students’ personality trait.

scholarly journals The Value Of A Simulation-Based Approach For Teaching Both Survey And Capstone Courses In Business

2011 ◽  
Vol 2 (2) ◽  
Author(s):  
Jane LeMaster
Keyword(s):  
Learning Styles ◽  
Learning Style ◽  
Retention Rates ◽  
Business Simulation ◽  
Capstone Course ◽  
Entry Level ◽  
Capstone Courses ◽  
Simulation Based ◽  
Business Survey ◽  
Functional Areas

A concern in business education is the ability of students to integrate knowledge of the functional areas of business into a meaningful, unified whole.  This paper examines the use of a business simulation for teaching the entry-level business survey course and describes the use of the same simulation in the graduate level (MBA) capstone course.  An analysis of the value of simulation as an appropriate teaching approach is made for both the survey course and the capstone course.  The paper presents the literature on learning styles and preferences, a description of the simulation used, how the study was organized, and the results of student learning and attitudes towards a simulation-based learning style for both courses.  The results showed an increase in retention rates and grades for the entry-level survey course and anecdotal evidence for improved leadership skills, communication skills, and understanding of the functional areas of business.

scholarly journals A STUDY OF ESP STUDENTS LEARNING STYLE AT DAYANU IKHSANUDDIN UNIVERSITY

2021 ◽  
Author(s):  
Syamsul Una
Keyword(s):  
Learning Styles ◽  
Learning Style ◽  
Field Dependence ◽  
Teaching Style ◽  
Reflective Learning ◽  
Descriptive Statistics ◽  
Student Learning Style ◽  
Learning Style Preference ◽  
Academic Year ◽  
Descriptive Method

The title of this research is A study of ESP Students Learning Style at Dayanu Ikhsanuddin University. The objective of the research is find out the ESP student learning style to be informed to the lecturers in order to used the match teaching style with the students’ learning style, and also informed to the students about their learning style.This research applied descriptive method and percentage analysis to classify ESP students learning styles at Dayanu Ikhsanuddin University in academic year 2018/2019. The sample of this Research was 53 students that taken randomly from the population. The instrument of this Research was questionnaire. In analyzing the students’ responses, the writer implemented the Likers Scale and the descriptive statistics was analyzed by using SPSS 21. The result of the research showed that most of ESP Students’ Learning Style at Dayanu Ikhsanuddin University were major in field Dependence and Reflective learning style preference and only a few students applied Independence, Analytic, global, and Impulsive.

scholarly journals LEARNING OF REACTION RATE WITH NESTED CURRICULAR ARRANGEMENT TO IMPROVE CRITICAL THINKING SKILLS AND UNDERSTANDING THE CONCEPT OF STUDENTS IN ACTIVE-REFLECTIVE LEARNING

2020 ◽  
Vol 3 (2) ◽  
pp. 46
Author(s):  
Maria Fransiska Omes
Keyword(s):  
Critical Thinking ◽  
Learning Styles ◽  
Learning Style ◽  
Learning Process ◽  
Reaction Rate ◽  
Thinking Skills ◽  
Reflective Learning ◽  
Critical Thinking Skills ◽  
Wilcoxon Test ◽  
Before And After

This study aims to evaluate the learning rate of reactions by nested curricular arrangement. This learning is designed using the inquiry model. The learning process was attended by 34 XI MIA 7 students of SMAN 1 Manyar, Gresik, East Java. The objects in this study are critical thinking skills and students' understanding of the concept of active-reflective learning styles. This study was designed using "pre-experimental design," using one group pretest-posttest design. Analysis of critical thinking skills is done using t-tests and students' understanding of concepts is done using the Wilcoxon test. Learning is carried out for 2 times with the smallest percentage of performance in each meeting that is 80%. This shows the learning process is going well. Critical thinking skills that are trained and measured consist of 4 elements, namely: interpretation, inference, analysis, and explanation with a calculated value of t = 26.991. This value indicates that t arithmetic> t table. This shows that there are significant differences in students' critical thinking skills before and after learning. In understanding the concept test value of Asymp Sig = 0.00. This value indicates that the Asymp Sig <0.05. It can be concluded that there is an increase in the conceptual understanding of active-reflective learning style students after following the reaction rate learning by nested curricular structuring.

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