The Preferred Perceptual Learning Styles of Hispanic Higher Education Students

2018 ◽  
Vol 19 (4) ◽  
pp. 404-421
Author(s):  
Catherine J. Lui ◽  
Scott E. Ferrin ◽  
Donald R. Baum ◽  
Vance E. Randall
Keyword(s):  
Higher Education ◽  
Learning Styles ◽  
Perceptual Learning ◽  
Learning Style ◽  
Visual Learning ◽  
Learning Style Preferences ◽  
Perceptual Learning Style ◽  
Mexican Heritage ◽  
Style Preferences ◽  
Perceptual Learning Styles

This article addresses the question of whether higher education Hispanic students of different nationalities have different perceptual learning style preferences. Independent samples t test results suggest students of non-Mexican heritage prefer visual learning styles more than students of Mexican heritage. ANOVA results show older students and students from families with greater levels of education have greater preference for visual learning, and higher household income is related to lower preferences for group learning style, and vice versa.

scholarly journals Relating Perceptual Learning Styles of Engineering Students with Scanning Information in Text Scores

2019 ◽  
Vol 9 (5) ◽  
pp. 257
Author(s):  
Asmara Shafqat ◽  
Najeeb us Saqlain
Keyword(s):  
Learning Styles ◽  
Perceptual Learning ◽  
Learning Style ◽  
Engineering Students ◽  
Teaching Methodologies ◽  
The Public ◽  
Learning Style Preferences ◽  
Perceptual Learning Style ◽  
Style Preferences ◽  
Perceptual Learning Styles

There are numerous factors, which reasonably affect teachers’ instructions. One of these factors is being aware of the learners’ learning styles. Shea’s work (1983) contributed that there is a strong correlation between learning styles and reading comprehensions. The present study investigated the correlation between Perceptual learning styles and scanning information in text scores. To achieve this, researcher randomly selected 382 undergraduates (male and female) engineering students of the Public sector Engineering University. Learning style survey questionnaire by Andrew D. Cohen, Rebecca L. Oxford, and Julie C. Chi (2001) was employed to examine the Perceptual learning style patterns and learning styles with respect to gender. In addition to this, reading test was conducted based on scanning skill. Pearson product-moment correlation test was applied to examine the correlation between the variables. It was found that a correlation exists between learning styles of engineering students and scanning information in the text. In addition to this, gender does play role in learning style preferences. This result would create awareness among all instructors or teachers the importance of learners’ unique learning style preferences that consequently affect teaching methodologies in all educational settings.

Perceptual Learning Styles Preferences of EFL Students

2018 ◽  
Vol 2 (2) ◽  
pp. 47-28
Author(s):  
Dr. Basher Taher Al-Janash
Keyword(s):  
Learning Styles ◽  
Perceptual Learning ◽  
Learning Style ◽  
Learning Style Preferences ◽  
Perceptual Learning Style ◽  
Visual Style ◽  
Efl Students ◽  
Main Instrument ◽  
Style Preferences ◽  
Perceptual Learning Styles

The present study aimed to identify the perceptual learning styles preferences of a total of 105 students of English as a foreign language. It also aimed to examine the differences in learning styles preferences among the students according to their gender (male/female). The Perceptual Learning Style Preferences Questionnaire (PLSPQ) created by Reid (1985) was used as a main instrument for collecting the data required. For analysing the data collected, the descriptive statistics and the independent-sample T-test have been used. The results showed that tactile style, auditory style and kinaesthetic style are major learning styles for the participants. While visual style, group style and individual style are minor learning styles. The results also showed that there are no significant differences among the students in all learning styles preferences attribute to their gender.

scholarly journals Ambiguity Tolerance and Perceptual Learning Styles of Chinese EFL Learners

2016 ◽  
Vol 9 (6) ◽  
pp. 213 ◽  
Author(s):  
Haishan Li ◽  
Qingshun He
Keyword(s):  
Learning Styles ◽  
Perceptual Learning ◽  
Learning Style ◽  
Ambiguity Tolerance ◽  
Efl Learners ◽  
Learning Style Preferences ◽  
Kinesthetic Learning ◽  
Perceptual Learning Style ◽  
Style Preferences ◽  
Perceptual Learning Styles

<p>Ambiguity tolerance and perceptual learning styles are the two influential elements showing individual differences in EFL learning. This research is intended to explore the relationship between Chinese EFL learners’ ambiguity tolerance and their preferred perceptual learning styles. The findings include (1) the learners are sensitive to English ambiguities and are more reliable on the tactile and kinesthetic learning styles than on visual and auditory styles, (2) most Chinese EFL learners have more than one learning style preferences, (3) significant gender difference exists in ambiguity tolerance, but not in perceptual learning style preferences, and (4) the four perceptual learning styles are significantly correlated with ambiguity tolerance and the auditory learning style would exert more influence on ambiguity tolerance than the visual, tactile and kinesthetic learning styles.</p>

scholarly journals Saudi EFL Learners’ Perceptual Learning-Style Preferences

2019 ◽  
Vol 5 (2) ◽  
pp. 117
Author(s):  
Alya Khalil ◽  
Mona Sabir
Keyword(s):  
Learning Styles ◽  
Perceptual Learning ◽  
Learning Style ◽  
Saudi Students ◽  
Learning Style Preferences ◽  
Perceptual Learning Style ◽  
Teachers And Students ◽  
Efl Students ◽  
Style Preferences ◽  
Learning Style Preference

Identifying students’ learning styles is advantageous for both teachers and students. Awareness of students’ learning styles allows teachers to plan lessons to reach each student in the classroom by providing proper activities and classroom materials that suit every individual. Furthermore, students can raise their own awareness of the learning process and maximize their opportunities to learn by knowing their preferred learning styles. Using the Perceptual Learning Style Preference Questionnaire, this study aims to investigate Saudi EFL students’ preferred learning styles and explore whether these learning styles are affected by students’ academic majors. The participants were 120 Saudi students at a private college in four different majors. The results show that the kinaesthetic learning style is the most commonly preferred learning style among students of all majors. Based on the findings, pedagogical implications and directions for further research are highlighted.

scholarly journals IDENTIFYING STUDENTS LEARNING STYLE PREFERENCES AT IAIN TERNATE

2018 ◽  
Vol 10 (2) ◽  
Author(s):  
Jumahir Jamulia
Keyword(s):  
Perceptual Learning ◽  
Learning Style ◽  
Teaching And Learning ◽  
Visual Learning ◽  
Learning Preferences ◽  
State Institute ◽  
Learning Style Preferences ◽  
Perceptual Learning Style ◽  
Style Preferences ◽  
Different Characteristics

Students are the unique entities with different characteristics to be paid attention by the teachers in teaching and learning process. Teachers can feed their students based on their unique characteristics. Students learning style is one of the entities which will contribute toward students’ success in learning. This paper is aimed (1) to identify and to prepare information about students’ major perceptual learning style preferences and (2) to identify and to prepare information about students’ minor learning preferences. This research was conducted at State Institute for Islamic Studies (IAIN) Ternate towards 116 students of Shariah Department of academic year 2012/2013 which are chosen purposively as the sample of the research. The data of the research were elicited by using Reid’s (1987) Perceptual Learning Style Preferences (PLSP). The data were analyzed into statistical descriptive by using Microsoft Excel 2007. The finding of the research stated that the students’ major perceptual learning style preferences are visual (mean=40.2). and the minor perceptual learning style preferences are kinesthetic (mean=37.0), individual (mean=36.7), tactile (mean=36.3), auditory (mean=35.8), and group (mean=33.9). The characteristics of students with visual learning style preferences are: (a) The students remember better when they read instructions; (b) The students understand better when they read instructions; (c) The students learn better by reading what the teacher writes on the writing-board; (d) The students learn better by reading than by listening to someone; and (e) The students learn more by reading textbooks than by listening to lectures.

scholarly journals An Investigation Into the Relationship Between Iranian EFL High- and Low-Proficient Learners and Their Learning Styles

SAGE Open ◽  
2018 ◽  
Vol 8 (4) ◽  
pp. 215824401880940 ◽  
Author(s):  
Ali Derakhshan ◽  
Farzaneh Shakki
Keyword(s):  
Foreign Language ◽  
Learning Styles ◽  
Perceptual Learning ◽  
Learning Style ◽  
English Literature ◽  
Efl Learners ◽  
Learning Style Preferences ◽  
Perceptual Learning Style ◽  
Style Preferences ◽  
The Relationship

It is also hypothesized that proficiency level may have a voice with respect to learning styles. Therefore, to throw light on this issue, the present investigation targeted the relationship between Iranian English as a Foreign Language (EFL) learners’ learning styles and their levels of proficiency at Golestan University, Gorgan, Iran. To this end, 120 EFL learners majoring in Teaching English as a Foreign Language (TEFL) and English Literature were randomly selected based on the Rubrics of Common European Framework of Reference (A1-C2) to participate in this study. They were then divided into low-proficient (A2-B1) and high-proficient (B2-C1) learners. The instruments used in this study were an International English Language Testing System (IELTS) Mock exam through which the participants’ levels of proficiency were determined and Reid’s Perceptual Learning Style Questionnaire to identify learners’ perceptual learning style preferences. The questionnaire enclosed 30 statements allocated to each modality based on a five point Likert scale, ranging from strongly agree to strongly disagree. The results of independent samples t-test and Spearman correlation coefficient revealed that there existed some significant relationships between students’ learning style preferences and levels of proficiency. It was found that learners with high levels of proficiency favored Kinesthetic and Tactile learning styles more than other preferences, namely, Auditory, Visual, Group, and Individual learning style preferences. In addition, the low-level students were much inclined toward Visual and Group styles. Regarding the necessity of understanding learners’ different styles, the implications of the study are discussed to consider the importance of individual differences.

scholarly journals PERCEPTUALS LEARNING STYLES PREFERENCES OF INTERNATIONAL MASTER'S STUDENTS IN MALAYSIA

2020 ◽  
Vol 19 (1) ◽  
pp. 100-108
Author(s):  
Achmad Yudi Wahyudin ◽  
Akhyar Rido
Keyword(s):  
Learning Styles ◽  
Perceptual Learning ◽  
Learning Strategies ◽  
Learning Style ◽  
Master's Students ◽  
Learning Style Preferences ◽  
Perceptual Learning Style ◽  
Predominant Factor ◽  
Visual Learners ◽  
Style Preferences

It has been a consensus that learning styles have been a predominant factor of success in master's degree program. Since the preferences of learning styles are affected by students' cultural background, this study was carried out to explore the perceptual learning style preferences of international Master’s students in a Malaysian university. Sixty students consisting of Indonesian, Iranian, and Libyan were involved in the present study. The findings reveal that Indonesian and Libyan students tended to be more kinesthetic/tactile learners while Iranian tended to be more visual learners. This study suggested practitioners use various learning strategies to cater the learning style preferences of the students.

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.

scholarly journals Mobile Learning in Business English its Effect to South American Students’ Learning Styles in the COVID 19 Pandemic Era: Its Economic Implications

2021 ◽  
Vol 39 (12) ◽  
Author(s):  
Joel Alanya-Beltran ◽  
Jeidy Panduro-Ramirez
Keyword(s):  
Learning Styles ◽  
Perceptual Learning ◽  
Learning Style ◽  
Mobile Learning ◽  
Group Learning ◽  
South American ◽  
Business English ◽  
Learning Style Preferences ◽  
Perceptual Learning Style ◽  
Style Preferences

The adoption of M-learning and perceptual learning style preferences of South American EFL learners in a business English course were studied empirically. A descriptive correlational research design was used in this study. Data were gathered from 125 South American EFL students who were carefully sampled among a total of 184 students with mobile phones enrolled in a business English classes of selected South American university. The Mobile Learning Questionnaire (MLQ) and Perceptual Learning Style Preference Questionnaire were used in the study (PLSPQ). The data revealed that students in a business English course have a high level of M-learning adoption. It was discovered that respondents favor visual learning, group learning, individual learning, tactile learning, and auditory learning, with kinesthetic learning receiving the least attention. When students are grouped by gender and age, test results show that male respondents had stronger appeal to the utility, acceptability, enjoyment, facilitating conditions, and behavioral intention of M-learning than female respondents. Regardless of their age, respondents acknowledged the benefits of using M-learning in their business English course. Similarly, when the respondents are grouped by gender, no significant differences in learning style preferences are detected. However, the younger respondents prefer group learning, whilst the older respondents prefer individual learning. Finally, a link was discovered between M-learning usage and students' preferred learning styles. The positive link implies that the more M-learning students use, the more learning style preferences they have for group, tactile, visual, auditory, kinesthetic, and group learning tasks. This paper discusses the theoretical and educational consequences.

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.

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