scholarly journals The prediction level of high school students’ learning styles on critical thinking dispositions

2013 ◽  
Vol 3 (4) ◽  
pp. 83-96
Author(s):  
Cemil Yücel ◽  
Ufuk Uluçınar
Keyword(s):  
High School ◽  
High School Students ◽  
Critical Thinking ◽  
Learning Styles ◽  
Learning Style ◽  
School Students ◽  
Thinking Dispositions ◽  
Causal Thinking ◽  
Critical Thinking Dispositions ◽  
Turkish Language

The purpose of this study is to investigate whether there is a predictive effect of learning styles on critical thinking dispositions of high school students. Thus, it aims to determine how much of learning styles used by high school students depending on the nature of learning settings explain the variance in critical thinking dispositions. The sample of the study is composed of 271 high school students chosen randomly from three high schools. The data was collected using Critical Thinking Dispositions Scale developed by reseachers and Learning Styles Scale developed by Reichmann-Grasha and adapted into Turkish language by Koçak (2007). The findings indicated that while high school students learning styles (systematically study, dependence on teachers and cooperation in classroom) predict significantly causal thinking, courisity and openmindedness dispositions, competitive learning style does not predict significantly the critical thinking dispositions.

scholarly journals The influences of teachers’ communicational style upon the learning style of high school students

2021 ◽  
Vol 8 (3) ◽  
pp. 104-113
Author(s):  
Ionela Roxana Urea
Keyword(s):  
High School ◽  
High School Students ◽  
Learning Styles ◽  
Learning Style ◽  
Online Teaching ◽  
Communication Style ◽  
Communication Analysis ◽  
School Students ◽  
Face To Face ◽  
Teaching Learning

This study, conducted over 2 years (2019–2020), aimed to highlight how teachers’ communication style influences the learning style of high school students. We used research methods of the S.C. Questionnaire (communication analysis), a questionnaire to identify students’ learning styles, and guidance interview structured on 10 items. Both questionnaires were administered according to GDPR rules. We also used IBM Statistical Package for the Social Sciences 25 for statistical data processing. The outcomes of this research are as follows: (a) it allows a better understanding of the teaching–learning process in high school students; (b) it highlights how the teacher’s communication style influences the learning style of high school students, in both face-to-face teaching activities and online teaching–learning activities; and (c) it highlights the methods that facilitate the analysed phenomenon.   Keywords: Teachers’ communication, style, student’s learning style, Influence, High school    

Cross-Sectional Evaluation of Distance Education Students' Learning Styles and Critical Thinking Dispositions in Turkey

2016 ◽  
pp. 1347-1363
Author(s):  
İsmail Yüksel ◽  
Ercüment Türkses
Keyword(s):  
Distance Education ◽  
Critical Thinking ◽  
Learning Styles ◽  
Learning Style ◽  
Female Students ◽  
Male Students ◽  
Education Students ◽  
Cross Sectional ◽  
Thinking Dispositions ◽  
Critical Thinking Dispositions

This study aims to examine distance education students' learning styles and critical thinking dispositions. This cross sectional survey was conducted on 114 Turkish distance education students from various departments in a state university. The data of the study were collected through Grasha-Riechmann Student Learning Style Scale (GRSLSS) and California Critical Thinking Disposition Inventory (CCTDI). Cronbach Alpha coefficiencies of the scales were .76 for GRSLSS and .79 for CCTDI. To analyze the data, descriptive statistics (frequencies, percentages, means and standard deviations), t-test and one-way analysis of variance tests were used. The results indicated that the dependent learning style was the most preferred style and the avoidant learning style was the least preferred style. The further analysis regarding learning style indicated that female students perceived themselves more dependent than male students. The results also indicated that students in teacher training programs scored higher in independent and avoidant sub-scales, while students in arts and sciences programs scored higher in dependent, collaborative, competitive and participant sub-scales. The results manifested that students' critical thinking dispositions were at a low level, and they mostly had analyticity and open-mindedness dispositions. Female students were found to have more critical thinking dispositions than male students.

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 The Creativity Skills of Auditory, Visual, and Kinesthetic Learners in Solving Cube and Cuboid Problems

2021 ◽  
Vol 4 (2) ◽  
pp. 146
Author(s):  
Zakiatus Qurrotul A'yun ◽  
Dwi Juniati ◽  
Ismail Ismail
Keyword(s):  
High School ◽  
High School Students ◽  
Learning Styles ◽  
Linear Equation ◽  
Learning Style ◽  
Junior High School ◽  
Junior High School Students ◽  
Seventh Graders ◽  
Problem Solution ◽  
School Students

study aims to describe the creativity skills of Junior High School students in solving cube and cuboid problems based on student learning styles. The research instruments used were creativity skills tests, a learning style questionnaire, and interviews. As many as three seventh graders who have different learning styles: visual, auditory, and kinesthetic, working on a cuboid/cube problem. Their performances on such a problem were then assessed regarding fluency, flexibility, and novelty. The results showed that the visual learner produced two different solutions with two different methods/strategies and completed his solution by providing a lot of illustrations/representations although they could not be categorized as novelty solutions. Meanwhile, the auditory learner provided two different solutions with two different methods/strategies. More particularly, he determined the appropriate size and found a suitable size by using a three-variable linear equation for the cube and cuboid problem although he produced some mistakes and uncompleted on the work procedures. Lastly, the kinesthetic learner provided two different solutions with one method/strategy, such as by directly determining the various correct sizes for the problem-solution although the answers could not be categorized novelty for creativity skill. Further studies are suggested to involve more participants to get a wider insight on the students’ creativity for different learning styles.

scholarly journals INFLUENCES OF TEACHERS ON THE LEARNING MOTIVATION OF SENIOR HIGH SCHOOL STUDENTS

2021 ◽  
Vol 9 (5) ◽  
pp. 634-646
Author(s):  
Marc Sylvester P. Garcia ◽  
◽  
Maria Lurlyn M. Nuguid ◽  
Keyword(s):  
High School ◽  
High School Students ◽  
Learning Styles ◽  
Learning Style ◽  
Extrinsic Motivation ◽  
Senior High School ◽  
Learning Motivation ◽  
School Students ◽  
Intrinsic And Extrinsic Motivation ◽  
Senior High School Students

Motivation is one of the most important factors for academic learning and achievement across childhood through adolescence, according to Elliot and Dweck, (2005). Using descriptive qualitative method, this study sought to establish information to determine the influence of teachers on the learning motivation of senior high school students in Siniloan Integrated National High School, Laguna, Philippines, the researcher used purposive random sampling and got 239 senior high school students as respondents. The study finds that (52.30) or 125 of the students are male where (35.98) or 86 are age 16 years old, (99.58) or 238 are also single belonging to an entire family. Two hundred thirty-three or (97.49) of the students also claimed to like the Technical Vocational Livelihood Strand and 69 or (28.87) are taking Food Processing as their field of specialization. 141 or (59.00) of the students also depicted that it was their parents that influenced them to take the TVL strand. It was found in this study that the teachers influence the students greater in terms of their learning styles and it was found that the senior high school students are aural or auditory learners. In view of the forgoing findings, it confirms that senior high school students from the Siniloan Integrated National High School under the TVL strand showed intrinsic and extrinsic motivation. The study also stated that the intrinsic and extrinsic motivation is significantly influenced bythe teachers method of motivation. The researcher recommends that the teachers continuously improve and use different methods of motivating students and to teach and allow the students to practice learning styles that would help the students to learn better and encourage students to use solitary learning style or become intrapersonal learners to help them become successful in the futureconcluded that solitary learning style is likely to influence a students academic performance because students that are intrapersonal tend to be more organized, focused andaccordance with the method of motivation used.

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.

Cross-Sectional Evaluation of Distance Education Students' Learning Styles and Critical Thinking Dispositions in Turkey

2015 ◽  
Vol 13 (1) ◽  
pp. 70-86
Author(s):  
İsmail Yüksel ◽  
Ercüment Türkses
Keyword(s):  
Distance Education ◽  
Critical Thinking ◽  
Learning Styles ◽  
Learning Style ◽  
Female Students ◽  
Male Students ◽  
Education Students ◽  
Cross Sectional ◽  
Thinking Dispositions ◽  
Critical Thinking Dispositions

This study aims to examine distance education students' learning styles and critical thinking dispositions. This cross sectional survey was conducted on 114 Turkish distance education students from various departments in a state university. The data of the study were collected through Grasha-Riechmann Student Learning Style Scale (GRSLSS) and California Critical Thinking Disposition Inventory (CCTDI). Cronbach Alpha coefficiencies of the scales were .76 for GRSLSS and .79 for CCTDI. To analyze the data, descriptive statistics (frequencies, percentages, means and standard deviations), t-test and one-way analysis of variance tests were used. The results indicated that the dependent learning style was the most preferred style and the avoidant learning style was the least preferred style. The further analysis regarding learning style indicated that female students perceived themselves more dependent than male students. The results also indicated that students in teacher training programs scored higher in independent and avoidant sub-scales, while students in arts and sciences programs scored higher in dependent, collaborative, competitive and participant sub-scales. The results manifested that students' critical thinking dispositions were at a low level, and they mostly had analyticity and open-mindedness dispositions. Female students were found to have more critical thinking dispositions than male students.

EFL Junior High School Students’ Learning Style

2021 ◽  
Vol 2 (1) ◽  
pp. 50-55
Author(s):  
Made Ananda Ramaniya
Keyword(s):  
High School ◽  
High School Students ◽  
Learning Styles ◽  
Learning Style ◽  
Junior High School ◽  
Junior High ◽  
Junior High School Students ◽  
Survey Study ◽  
School Students ◽  
Index Of Learning Styles

The current study investigated EFL students’ learning style. The study was a survey study followed by 30 junior high school students in Singaraja Bali. In identifying students’ learning style, the updated Index of Learning Styles (ILS) developed by Felder and Silverman (1988) was used. The result of data analysis found that the majority of students prefer visual (76.7%), active (66.7%), sensing (60%), and global (53.3%). The result of this study implied that teachers should adjust their way of teaching to accommodate students’ learning style. They can apply various learning media such as video, animated pictures to motivate the students in learning.

Sign in / Sign up

Export Citation Format

Share Document