scholarly journals Effect of personality traits and learning styles towards students’ academic achievement in Johor Bahru

2018 ◽  
Vol 7 (2.10) ◽  
pp. 4
Author(s):  
Aqeel Khan ◽  
Leong Pyh Shin ◽  
Sanil S Hishan ◽  
Mohamed Sharif Mustaffa ◽  
Amalia Madihie ◽  
...  
Keyword(s):  
Academic Achievement ◽  
Learning Styles ◽  
Personality Traits ◽  
Learning Style ◽  
Simple Random Sampling ◽  
School Students ◽  
Chi Square ◽  
Grade Point ◽  
The Difference ◽  
Common Learning

The purpose of this study is to investigate the effect of personality traits and learning styles towards the students’ academic achievement in Johor Bahru. A total of 101 students from IPG Kampus Temenggong Ibrahim were chosen to be part of the respondents with the use of simple random sampling. The instrument Big Five Inventory (BFI), Kolb’s Learning Style Inventory and The students’ academic achievement is measured through the Cumulative Grade Point Average, also known as CGPA. Descriptive statistics, Chi-Square Test, Spearman’s Correlation and Multiple Regression was used to anser research questions. The findings revealed that the most common personality traits displayed by the students are Openness and Conscientiousness while the most common learning style displayed by the students is Converger. The research also revealed that there is no significant effect of the combination of both the personality traits and learning style towards the prediction of the academic achievement among school students. The same goes to the difference of personality traits and learning style between male and female students was not significant as well.  

scholarly journals An Investigation Of The Relationship Between Students’ Views On Homework And Their Learning Styles

2016 ◽  
Vol 12 (7) ◽  
pp. 47
Author(s):  
Ayten Iflazoglu Saban
Keyword(s):  
Academic Success ◽  
Learning Styles ◽  
Learning Style ◽  
Personal Information ◽  
Target Population ◽  
Grade Point ◽  
Significant Difference ◽  
The Difference ◽  
Learning Styles Inventory ◽  
The Relationship

The purpose of this study is to identify the relationship between students’ views on homework and their learning styles. The study follows a descriptive survey model. It is also an example of descriptive study in relational screening model. Target population is all first, second, third, and fourth year students who are enrolled in Çukurova University Primary School Classroom Teaching Department. The participants are 443 students who volunteered to fill in the data collection forms used in the study. Of the participants, 90 were first year, 103 were second year, 140 were third year, and 110 were fourth year students. 275 of the students participating in the study were female (62.1%) and 168 were male (37.9%). The data were collected through “Homework Attitudes Scale” developed by Gündüz (2005), Kolb’s Learning Styles Inventory (LSI) which was first examined for its applicability in Turkey by Aşkar and Akkoyunlu (1993), “Homework Purpose Scale”, “Homework Management Scale” and “Personal Information Form” developed by the researcher. No instruments were used to measure students’ academic success levels; their academic success was identified according to the overall mean score obtained from the scores they received from all lessons. Findings show that 141 students (31.8%) preferred assimilating learning style while 133 students (30%) preferred converging learning style. Dominant learning style was found to differ according to grade level and grade point average. The difference in terms of homework attitudes, homework purpose, and homework management scale mean scores was in favour of mostly students who have converging learning style. Besides, there was a significant difference in terms of doing homework on time in favour of students who have converging learning style, and there was a significant difference in terms of coming to class without homework in favour of students who have diverging learning style.

scholarly journals Hubungan Gaya Belajar dengan Indeks Prestasi Semester Mahasiswa Prodi DIV Jurusan Kebidanan di Poltekkes Kemenkes Palu

2020 ◽  
Vol 1 (3) ◽  
pp. 111-116
Author(s):  
Arie Maineny
Keyword(s):  
Learning Styles ◽  
Learning Style ◽  
Sampling Technique ◽  
Survey Method ◽  
P Value ◽  
Chi Square ◽  
Cross Sectional ◽  
Grade Point ◽  
Calculation Results ◽  
Chi Square Test

Every student has a different way of understanding and obtaning information. These differences can be influenced by learning styles. The calculation results based on the Grade Point Avarage (GPA) of the third-grade DIV Midwifery students showed that the GPA in each semester fluctuate, and the result of interviews most students used the method of learning with the rote system. This study was intended to know the correlation between learning styles with the GPA of the students. This study used an analytical survey method with a cross-sectional approach a stratified random sampling technique with 42 respondents, data analysis were done in univariate and bivariate using chi-square test. The results of the statistical test shows  that the correlation between learning styles with the GPA was p-value 0,459. The most used learning style by respondents was auditory. The GPA category most owned by respondents was GPA ranges between 2,75 – 3,50 which was equal to 90,5%. The conclusion is that there was no correlation between of learning styles with GPA.

scholarly journals The relationship between Personality Traits, Learning Styles and Academic Performance of E-Learners

Open Praxis ◽  
2018 ◽  
Vol 10 (3) ◽  
pp. 249 ◽  
Author(s):  
Nabia Luqman Siddiquei ◽  
Dr Ruhi Khalid
Keyword(s):  
Academic Performance ◽  
Learning Styles ◽  
Personality Traits ◽  
Learning Strategies ◽  
Learning Style ◽  
Big Five ◽  
Policy Makers ◽  
Grade Point ◽  
E Learning ◽  
The Relationship

The rapid growth of e-learning has greatly influenced the educational system across the globe. Personality traits and learning styles are both likely to play considerable roles in influencing academic achievement of e-learners. Based on this foundation, a study was designed that attempts to establish the missing links between personality traits, learning styles, and academic performance of students enrolled in various e-learning courses. University students (N=144) completed the Big Five Inventory (BFI), Index of Learning Style (ILS) and reported their grade point average (GPA). One of the Big Five traits i.e. extraversion was positively related with all four learning styles whereas neuroticism was negatively related with all four learning styles. It has also been revealed that GPA was positively correlated with three personality traits and was negatively correlated with neuroticism. Similarly GPA was positively correlated with three learning styles. Finally, there were no significant differences in learning styles and personality traits of e-learners in terms of gender. Implications of these results are expected to help academics, managers, and policy makers for implementation of future e-learning strategies in Pakistan.

scholarly journals Learning styles and academic achievement among undergraduate medical students in Thailand

2015 ◽  
Vol 12 ◽  
pp. 38 ◽  
Author(s):  
Wichuda Jiraporncharoen ◽  
Chaisiri Angkurawaranon ◽  
Manoch Chockjamsai ◽  
Athavudh Deesomchok ◽  
Juntima Euathrongchit
Keyword(s):  
Academic Achievement ◽  
Medical Students ◽  
Learning Styles ◽  
Learning Style ◽  
Teaching Methods ◽  
Undergraduate Medical Students ◽  
Grade Point ◽  
Learning Content ◽  
Index Of Learning Styles ◽  
High Academic Achievement

Purpose: This study aimed to explore the associations between learning styles and high academic achievement and to ascertain whether the factors associated with high academic achievement differed between preclinical and clinical students. Methods: A survey was conducted among undergraduate medical students in Chiang Mai University, Thailand. The Index of Learning Styles questionnaire was used to assess each student’s learning style across four domains. High academic achievement was defined as a grade point average of at least 3.0. Results: Of the 1,248 eligible medical students, 1,014 (81.3%) participated. Learning styles differed between the preclinical and clinical students in the active/reflective domain. A sequential learning style was associated with high academic achievement in both preclinical and clinical students. A reflective learning style was only associated with high academic achievement among preclinical students. Conclusion: The association between learning styles and academic achievement may have differed between preclinical and clinical students due to different learning content and teaching methods. Students should be encouraged to be flexible in their own learning styles in order to engage successfully with various and changing teaching methods across the curriculum. Instructors should be also encouraged to provide a variety of teaching materials and resources to suit different learning styles.

scholarly journals Evaluation of healthcare science student learning styles based VARK analysis technique

2021 ◽  
Vol 10 (1) ◽  
pp. 255
Author(s):  
Izdihar Kamal ◽  
Muhammad Khalis Abdul Karim ◽  
Mohd Mustafa Awang Kechik ◽  
Xinni Ni ◽  
Hairil Rashmizal Abdul Razak
Keyword(s):  
Academic Achievement ◽  
Learning Styles ◽  
Learning Style ◽  
Cross Sectional Study ◽  
Multimodal Learning ◽  
Chi Square ◽  
Cross Sectional ◽  
Healthcare Students ◽  
Chi Square Test ◽  
Methods Of Learning

<span>This study aimed to evaluate the learning styles among healthcare students and to study the relationship with their academic achievement. This cross-sectional study was conducted among 137 healthcare students from six different courses. Data was collected using a self-administered questionnaire and developed based on the original visual, aural/auditory, read/write, and kinesthetic (VARK) assessment. The questionnaire was divided into two sections: the demographic status and the learning style perspective. A total of 119 respondents (86.8%) has chosen unimodal as their learning styles, while the rest of the 18 respondents (13.2%) choose multimodal as their preferred learning method. Among the unimodal learning styles, visual (32%) and reading (26%) were most preferred among respondents. The auditory and kinesthetic methods of learning were less and accounted for 10% to 20%. Notably, in multimodal learning styles preferences, 4% of students prefer a combination learning style of visual and kinesthetic methods. There was no significant relationship between learning styles and academic achievement using Pearson’s Chi-square test (p&gt;0.05). Hence, both were independent of one another. Hence, some of the dominant learning styles needed to be considered based on their future profession.</span>

scholarly journals PENGARUH MOTIVASI BELAJAR DAN GAYA BELAJAR TERHADAP PRESTASI BELAJAR EKONOMI SISWA SMA NEGERI DI KOTA TUBAN

2017 ◽  
Vol 1 (1) ◽  
pp. 79 ◽  
Author(s):  
Joenita Darmawati
Keyword(s):  
High School Students ◽  
Learning Styles ◽  
Learning Style ◽  
Linear Regression Analysis ◽  
Sampling Technique ◽  
Simple Random Sampling ◽  
Multiple Linear Regression Analysis ◽  
School Students ◽  
Learning Achievement ◽  
Motivation And Learning

This study aims to determine 1) the influence of motivation on learning achievement, 2) the influence of learning style on learning achievement, and 3) the influence of motivation and learning styles on learning achievement. The populations were 379 senior high school students of grade XI in Tuban. Samples were taken by employing simple random sampling technique yielding in 195 students. Data were collected by using questionnaires. Data was analyzed by using the multiple linear regression analysis. Finding indicates that the partial test (t test) concluded the significant effect of motivation on students’ achievement and the significant effect of learning styles on academic achievement. Based on F test, it was concluded that both motivation and learning styles simultaneously affect students’ achievement. Consequently, students are suggested to know more about their own learning styles to optimize their learning achievement. Teachers are also advised to design their instruction in such a way that it accommodates all the learning styles.

scholarly journals Does Learning Style Predict Academic Performance of Engineering and Technology Students in India?

2019 ◽  
Vol 8 (4) ◽  
pp. 167-175
Keyword(s):  
Academic Performance ◽  
Learning Styles ◽  
Learning Style ◽  
Pearson Correlation ◽  
Grade Point ◽  
Cumulative Grade Point Average ◽  
Technology Students ◽  
Index Of Learning Styles ◽  
Engineering And Technology ◽  
The Difference

Learning styles have been associated with academic performance of engineering and technology students. The aim of the present study was to identify the learning styles of students and investigating the relationship between learning style subscale scores and academic performance, and thereby determining whether the learning styles predict the academic performance of engineering and technology students in India. We used the Index of Learning Styles (ILS) to determine the learning styles of students and used Cumulative Grade Point Average (CGPA) for academic performance. The Pearson correlation, ANOVA and stepwise regression tests were used to find the correlation between academic performance and learning styles, the difference between the academic performance of groups and to identify the predictors of academic performance respectively. The most strongly preferred learning style was sequential (75.1%). The academic performance had a significant positive correlation with age and four learning styles namely sequential, sensing, visual and active (p=0.000). The sequential learning style was the powerful predictor of academic performance of students in comparison to other learning styles (p=0.000). Studying methods of students and teaching approaches of faculty consistent with the sequential and sensing learning styles may increase the academic performance among students enrolled for engineering and technology degree course in the higher education institutions in India.

scholarly journals Learning Style and Academic Achievement among Students at Tabriz University of Medical Sciences, Iran

2018 ◽  
Vol 7 (2) ◽  
pp. 77-81
Author(s):  
Horyeh Sarbazvatan ◽  
Abolghasem Amini ◽  
Nayyereh Aminisani ◽  
SeyedMorteza Shamshirgaran ◽  
Saeideh Ghaffarifar
Keyword(s):  
Academic Achievement ◽  
Learning Styles ◽  
Learning Style ◽  
General Information ◽  
Medical Sciences ◽  
Grade Point ◽  
First Semester ◽  
Academic Progression ◽  
Northwest Of Iran ◽  
The University

Background: Variations in learning styles among students could explain many differences in students’ acquisition of knowledge. This study examined the association between learning styles and academic achievement among students at Tabriz University of Medical Sciences in the northwest of Iran. Methods: This research is part of a longitudinal study entitled, "Health and Lifestyle of University Students" among undergraduate, medical, dentistry, and pharmacy students at Tabriz University of Medical Sciences who entered the university in October 2014. A self-administered questionnaire that consisted of general information and Kolb’s learning style was completed by these students during the first eight weeks of their first semester. Academic achievement was assessed using grade point average (GPA) in the following semesters (1 and 2) of the academic year. Results: A total of 452 students were included in this study with a mean age of 19.16 ±1.03. The most prevalent learning style was convergent and the second most common was accommodative.The average GPA of the students was 15.74 ± 1.57 out of a possible 20. The results of a multivariate regression showed that the effect of learning style on academic achievement, in the presence of other variables, was not statistically significant. Sex was able to predict academic progression (β = 0.188, P = 0.001). In addition, GPA was higher among dentistry students(β = 0.128, P = 0.012) and lower among nursing and medical students (β = =-0.211, P = 0.001;β = -0.127, P = 0.015 respectively). Conclusion: Although students’ academic achievement was correlated with their learning style, the popularity of convergent and accommodative styles should be considered in that acknowledging the prevailing learning styles of students could promote academic achievement.

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.

scholarly journals Learning styles, academic achievement, and mental health problems among medical students in Thailand

2016 ◽  
Vol 13 ◽  
pp. 38 ◽  
Author(s):  
Salilthip Paiboonsithiwong ◽  
Natchaya Kunanitthaworn ◽  
Natchaphon Songtrijuck ◽  
Nahathai Wongpakaran ◽  
Tinakon Wongpakaran
Keyword(s):  
Mental Health ◽  
Academic Achievement ◽  
Medical Students ◽  
Learning Styles ◽  
Learning Style ◽  
Mental Health Problems ◽  
Demographic Data ◽  
Health Problems ◽  
Grade Point ◽  
First Year Medical Students

Purpose: This study aimed to investigate the prevalence of various learning styles among medical students and their correlations with academic achievement and mental health problems in these students. Methods: This study was conducted among 140 first-year medical students of Chiang Mai University, Thailand in 2014. The participants completed the visual-aural-read/write-kinesthetic (VARK) questionnaire, the results of which can be categorized into 4 modes, corresponding to how many of the 4 types are preferred by a respondent. The 10-item Perceived Stress Scale (PSS-10) and the 21-item Outcome Inventory (OI-21) were also used. The participants’ demographic data, grade point average (GPA), and scores of all measurements are presented using simple statistics. Correlation and regression analysis were employed to analyze differences in the scores and to determine the associations among them. Results: Sixty percent of the participants were female. The mean age was 18.86±0.74 years old. Quadmodal was found to be the most preferred VARK mode (43.6%). Unimodal, bimodal, and trimodal modes were preferred by 35%, 12.9%, and 18.6% of the participants, respectively. Among the strong unimodal learners, visual, aural, read/write, and kinesthetic preferences were reported by 4.3%, 7.1%, 11.4%, and 12.1% of participants, respectively. No difference was observed in the PSS-10, OI-anxiety, OI-depression, and OI-somatization scores according to the VARK modes, although a significant effect was found for OI-interpersonal (F=2.788, P=0.043). Moreover, neither VARK modes nor VARK types were correlated with GPA. Conclusion: The most preferred VARK learning style among medical students was quadmodal. Learning styles were not associated with GPA or mental health problems, except for interpersonal problems.

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