scholarly journals EXPLORING STUDENTS’ ACADEMIC ACHIEVEMENTS IN ELECTRICITY AND MAGNETISM THROUGH LEARNING STYLES AND LEARNING STYLE-BASED INSTRUCTIONAL STRATEGIES IN MTHATHA HIGH SCHOOLS

2017 ◽  
Author(s):  
Sakyiwaa Danso ◽  
◽  
Emmanuel Mushayikwa ◽  
Keyword(s):  
High Schools ◽  
Learning Styles ◽  
Instructional Strategies ◽  
Learning Style ◽  
Academic Achievements ◽  
Electricity And Magnetism

Students' Learning Styles and Learning Effects

2014 ◽  
pp. 197-235
Keyword(s):  
Data Mining ◽  
High Schools ◽  
Learning Styles ◽  
Learning Style ◽  
Negative Association ◽  
Survey Result ◽  
Learning Style Inventory ◽  
Open Source Data ◽  
Source Data ◽  
Exam Scores

This chapter introduces the concept of learning style and Memletics learning style inventory, and uses open-source data mining software WEKA to cluster the students of experiment classes in four high schools according to the values of seven dimensions in the Memletics learning style inventory that are calculated based on the survey result about their learning styles. The clustering result demonstrates that verbal and physical are always positively associated with exam scores, visual dimension usually has negative association with score exams; the association of learning style with exam scores remains almost static, and the high, medium, and low sum of dimension values of learning style corresponds to high schools in developed, developing, and undeveloped area in China, respectively. The findings are analyzed. The implication of learning style for intelligent instruction of English subject as a foreign language is suggested.

scholarly journals Learning Style Construct in Student’s Learning

2016 ◽  
Vol 1 (2) ◽  
pp. 213
Author(s):  
Zainudin Abu Bakar ◽  
Rafaquat Ali
Keyword(s):  
Learning Styles ◽  
Learning Style ◽  
School Environment ◽  
Individual Student ◽  
Academic Achievements ◽  
Attitudes Toward Learning ◽  
School Learning ◽  
Student Learning Style ◽  
Relationship Of ◽  
Academic Interests

ABSTRACT: This study is to analyze the literature about nature and importance of learning style construct to overall human learning and especially school learning. A certain research interest group raises questions about the credibility, validity, and usefulness of this construct in school learning. Applicability, usefulness, financial aspects, and lack of cohesive theory were the basic criticisms for supporting school learning environment to adopted individual student learning style, especially when there are some other options, such as effective teaching and school environment that can also enhance and affect students’ learning. The criticisms on learning style construct need to be assessed on the basis of these premises. This explorative study focuses on the literature that supports the issues of validity, effectiveness, and applicability of learning style construct in school learning and general learning. The relationship of learning styles to academic achievements, attitudes toward learning, and multimedia technology was identified as the important element. There are clear and marked differences between cognitive and learning style. But, we have seen massive research to support the validity and usefulness of learning style construct in general and in school learning situations. KEY WORD: Learning Style; Cognitive Style; Student’s Learning; Academic Achievements, Classroom Learning. ABSTRAKSI: “Konstruk Gaya Pembelajaran dalam Pembelajaran Pelajar”. Kajian ini menganalisis literatur mengenai sifat dan kepentingan konstruk gaya pembelajaran bagi pembelajaran manusia secara am dan khasnya pembelajaran di sekolah. Satu kumpulan minat penyelidikan tertentu membangkitkan pemerihalan tentang kredibiliti, kesahan, dan kegunaan konstruk ini dalam pembelajaran sekolah. Kebolehgunaan, kegunaan, aspek kewangan, dan kekurangan teori yang padu merupakan kritikan asas untuk menyokong persekitaran pembelajaran sekolah dengan gaya pembelajaran pelajar individu, terutamanya apabila terdapat beberapa pilihan lain, seperti pengajaran yang berkesan, persekitaran sekolah yang juga boleh meningkatkan dan memberi kesan kepada pembelajaran pelajar. Kritikan terhadap konstruk gaya pembelajaran harus dinilai berasaskan premis ini. Kajian penerokaan ini memberi tumpuan kepada literatur, yang menyokong isu-isu sah, keberkesanan dan kesesuaian konstruk gaya pembelajaran dalam pembelajaran sekolah dan pembelajaran secara am. Hubungan gaya pembelajaran dengan pencapaian akademik, sikap terhadap pembelajaran dan teknologi multimedia telah dikenal pasti sebagai satu elemen penting. Terdapat perbezaan yang jelas dan ketara antara gaya kognitif dan pembelajaran. Tetapi, kita telah melihat banyaknya maklumat penyelidikan yang menyokong kesahihan dan kegunaan konstruk gaya pembelajaran dalam situasi pembelajaran secara am dan di sekolah.KATA KUNCI: Gaya Pembelajaran; Gaya Kognitif; Pembelajaran Pelajar; Pencapaian Akademik; Pembelajaran Bilik Darjah.  About the Authors: Zainudin Abu Bakar is a Lecturer at the UTM (Technology University of Malaysia) in Skudai, Johor, Malaysia. Rafaquat Ali is a Lecturer at the IUB (Islamia University of Bahawalpur) in Pakistan. For academic interests, corresponding author is: [email protected] to cite this article? Bakar, Zainudin Abu & Rafaquat Ali. (2016). “Learning Style Construct in Student’s Learning” in MIMBAR PENDIDIKAN: Jurnal Indonesia untuk Kajian Pendidikan, Vol.1(2) September, pp.213-222. Bandung, Indonesia: UPI [Indonesia University of Education] Press, ISSN 2527-3868 (print) and 2503-457X (online).Chronicle of the article: Accepted (May 15, 2016); Revised (July 17, 2016); and Published (September 30, 2016).

scholarly journals Student Profiling as a Tool for Inclusive Instructional Design: A Case of a 3rd Year Biotechnology Class, University of Namibia

2021 ◽  
Vol 4 (4) ◽  
pp. p12
Author(s):  
Timothy Sibanda ◽  
Nchindo R. Mbukusa ◽  
Ezekiel G. Kwembeya
Keyword(s):  
Instructional Design ◽  
Learning Styles ◽  
Personality Traits ◽  
Instructional Strategies ◽  
Learning Style ◽  
Learning Preferences ◽  
The Other ◽  
Home Setting ◽  
Learning Style Preferences ◽  
Style Preferences

Massification of Higher Education (HE) has made it difficult for teachers to design instructional strategies that are responsive to the diverse student needs. We here argue that student profiling is a handy tool that the HE teacher can use for inclusive instructional design by thoughtfully selecting learning and teaching strategies, and materials and supports that will maximise student achievement. We designed a student-profiling instrument focusing on capturing students’ biographical information, learning preferences, anticipated learning outcomes, personality traits, and learning related skills-set and administered to students in a 3rd Year Biotechnology class at the University of Namibia. The data on learning style preferences was analysed using the VARK Questionnaire (version 8.01) while a Chi-square (?2) test of association (SPSS software version 24) was used to determine whether there was a relationship between students’ preferred learning styles and the other variables. Seventy-five percent (75%) of the students had multimodal learning preferences while 25% were unimodal for kinesthetic learning style. No students preferred visual or auditory learning alone. The ?2 test revealed no significant relationship between students’ preferred learning styles and any of the other variables including age, place of origin, home language, home setting, residence during school semester, pre-course anticipation, skills set, and personality traits (P > 0.05). We conclude that profiling students’ learning preferences prior to teaching and learning helps HE teachers to tailor their instructional strategies to students’ learning style preferences, maximises epistemological access, as well as enhance inclusivity, equality and equity.

scholarly journals Effect of preferred learning styles on academic achievements: A cross sectional descriptive study.

2021 ◽  
Vol 28 (11) ◽  
pp. 1673-1677
Author(s):  
Maryam Rao ◽  
Qudsia Umara Khan ◽  
Sana Akram ◽  
Wardah Anwar ◽  
Shazo Sana ◽  
...  
Keyword(s):  
Academic Achievement ◽  
Learning Styles ◽  
Learning Style ◽  
Descriptive Study ◽  
Cross Sectional ◽  
Learning Style Preferences ◽  
Academic Achievements ◽  
Questionnaire Version ◽  
Style Preferences ◽  
Physiology Students

Objective: This study aims to find out the preferred mode of study for undergraduate Physiology students and effect of learning style preferences on academic achievements. Study Design: Cross Sectional, Descriptive study. Setting: Fatima Jinnah Medical University, Lahore. Period: December 2018 to June 19. Material & Methods: Total 170 undergraduate’s 2nd year MBBS Physiology students were included. The VARK questionnaire (Version 7.1) designed by Fleming was administered to 170 students after taking consent. This questionnaire is a valid tool to assess the learning style preferences of students. It consists of 16 questions having four options each and a scoring chart at the end, for the students to calculate their own scores. The aggregate percentage of periodic assessments throughout the academic year was defined as academic achievement. It was matched with their learning style preferences. A relationship between the learning style preferences and academic achievement was studied. Data was analyzed by using SPSS version 23.0. Results: Out of a total of 170 students, 73 (43%) preferred kinesthetic while 51(30%) preferred aural mode of learning. However, no association between learning style preferences and academic achievements could be found. Conclusion: The study concluded that the most preferred learning style among the M.B.B.S 2nd year Physiology students was kinesthetic. No significant association was found between the learning style preferences and academic achievement. Teaching modalities can be improved and incorporated according to students’ preferences.

scholarly journals Investigating Algerian EFL Students’ Learning-Style and Brain-Dominance Profiles

2017 ◽  
Author(s):  
Arab World English Journal ◽  
Sarah Merrouche
Keyword(s):  
Learning Styles ◽  
Instructional Strategies ◽  
Learning Style ◽  
Learning Preferences ◽  
Brain Dominance ◽  
Learning Style Inventory ◽  
Auditory Mode ◽  
Efl Students ◽  
The Right ◽  
The Brain

Learning styles and brain-dominance preferences continue to attract, today, the attention of both researchers and practitioners in the field of education. Learners are different from each other and this difference matters in learner-centred instruction. This work is an attempt to identify the students’ learning-style and brain-dominance profiles at the Department of English, Larbi Ben M’hidi University, Oum el Bouaghi, Algeria. Seventy two Master Two-level students took part in this study. The Barsch Learning-Style Inventory and the Brain-Dominance Inventory were used as data collection tools. The results show that most of the participants have a visual mode of learning, whether predominantly or in combination with the auditory mode. In addition, the majority of the students are found to have a slight preference either to the left- or the right-brain hemisphere. The paper eventually discusses ways to enable teachers to tailor classroom instructional strategies to students’ learning preferences, and hence capitalize on their learning strengths.

scholarly journals Relationship among Personality Traits, Extraversion & Agreeableness with Students Preferred Learning Styles at Higher Education

sjesr ◽  
2020 ◽  
Vol 3 (1) ◽  
pp. 1-8
Author(s):  
Hina Akbar ◽  
Afifa Khanam ◽  
Ms. Shabana Manzoor
Keyword(s):  
Higher Education ◽  
Learning Styles ◽  
Personality Traits ◽  
Instructional Strategies ◽  
Learning Style ◽  
Pearson Correlation ◽  
Public University ◽  
The Other ◽  
The Relationship ◽  
Analyze Data

This correlational study has been conducted to establish association among students’ personality traits; extraversion, agreeableness and their preferred learning styles at Higher Education. From province Punjab, all public university students were the population of the study. Total one thousand participants were engaged randomly for administering ‘NEO-BFI’ developed by Costa and McCrae (2010) and LSI inventory by Kolb and Kolb, (2005) simultaneously. Both instruments are standardized having 44-items, for measuring personality traits and the other having 10 factors, for measuring learning styles respectively. Pearson correlation coefficient was applied to analyze data for finding out the relationship between traits of personality and styles of learning. The results brought to light the fact that assimilating is the most preferred learning style of extraverts. Whereas assimilating, accommodating and diverging learning styles are preferred by students having agreeableness personality trait. The study has implications for designing instructional strategies satiating the most preferred styles of students having different personality traits.

scholarly journals About the Match of Trainees’ Learning Styles to Their Tutors’ Instructional Strategies and the Correlation of This Match with the Trainees’ Academic Achievements

2016 ◽  
Vol 2 (1) ◽  
pp. 56
Author(s):  
Hagit Krisher ◽  
Nissim Sabag
Keyword(s):  
Learning Styles ◽  
Instructional Strategies ◽  
Significant Negative Correlation ◽  
First Semester ◽  
Academic Achievements ◽  
Index Of Learning Styles ◽  
Academic Grades ◽  
Positive Correlations ◽  
Academic Year ◽  
Made In

The match between students’ learning styles (LS) and their teachers’ instructional strategies (IS) and the correlation of this LS-IS match with students’ academic achievements was studied in earlier research. However, there is no report of research where one-on-one education is implemented. Moreover, there are no references relating the match of a trainees’ LS to their tutors’ IS and the correlation of this LS-IS match with the trainees’ achievements. Accordingly, the current paper presents a study designed to investigate the correlation between a trainees’ achievements and the LS-IS match. Two different methods were used to measure the LS-IS match. First, calculating the correlation between trainees’ LS and tutors’ IS (LS-IS correlation); second, calculating the LS-IS distance. Forty-two trainees with learning disabilities were paired with 39 tutors (three tutors had two trainees each) during the 2016 academic year. Thus, 42 pairs of trainees and tutors worked to help the trainees achieve better academic grades. The Felder-Soloman Index of Learning Styles (ILS) was used to measure the trainees’ preferred LS and the tutors’ preferred IS. In the first method, the LS-IS correlations were correlated with the trainees’ grades; then, in the second method, the LS–IS distances were correlated with trainees’ grades. If the LS-IS match influences the trainees’ achievements, significant positive correlations in the first method and significant negative correlation in the second method must appear. However, the results show no significant correlation (positive or negative, accordingly) between the LS-IS match and students’ achievements at the end of the first semester of 2016. A replication of the above study was made in the second semester of 2016 and similar results were obtained.

scholarly journals An Investigation of Learning Style Preferences on the Students’ Academic Achievements of English

2017 ◽  
Vol 7 (5) ◽  
pp. 176
Author(s):  
Norma Nawaf Yousef Al-Zayed
Keyword(s):  
Learning Styles ◽  
Learning Style ◽  
Group Learning ◽  
Factors Affecting ◽  
Learning Style Preferences ◽  
Academic Achievements ◽  
Visual Style ◽  
Style Preferences ◽  
Perceptual Learning Styles ◽  
The Relationship

This study aims to investigate whether there are any statistically significant correlation between perceptual learning styles and achievement. Raising learners’ awareness regarding their learning styles and preferences, which develops the better understanding of the learning achievement, and help instructors become more conscious of some factors affecting academic achievement. Additionally, the study assists instructors to identify their student’s preferred learning styles that can affect their achievement. Furthermore, no study up to now has been conducted in Jordan which investigates the relationship between the learning styles on the achievement of EFL at the tertiary level. The data was collected through the learning style preferences questionnaire and it was analyzed using statistical techniques, Descriptive statistics showed that: 1). The most preferred learning styles followed the auditory style, group learning style, kinesthetic style and visual style. 2). The finding also revealed that there was no statistically significant correlation between learning style and achievement. Additionally, both showed similar references for kinesthetic and visual styles. Based on these findings, some recommendations have been made.

HUBUNGAN GAYA BELAJAR SISWA TERHADAP ASPEK PENGETAHUAN SISWA PADA MATA PELAJARAN SISTEM KOMPUTER DI SMK IT RAHMATAN KARIMAH BENGKULU TENGAH

2020 ◽  
Vol 1 (01) ◽  
pp. 13-20
Author(s):  
Dian Saputra
Keyword(s):  
Learning Styles ◽  
Computer System ◽  
Learning Style ◽  
Descriptive Analysis ◽  
Visual Learning ◽  
Auditory Learning ◽  
Analysis Techniques ◽  
Post Test ◽  
The Subject ◽  
The Relationship

This study aims to find out the relationship between learning style and students’ knowledge aspect on Computer System Subject at SMK IT Rahmatan Karimah of  Central Bengkulu, the type of research is quantitative and the subject of research is grade X in SMK IT Rahmatan Karimah of  Central Bengkulu. Data collection techniques using observation, Questionnaire and documentation. Data analysis techniques used were Descriptive Analysis, and inferential Statistical Analysis. The results of visual learning style post-test were 11 people with a mean of 76.36, an auditory learning style of 8 people at a mean of 62.14, a kinesthetic learning style of 3 people at a mean of 50.33, apart from that (r x y = 2.35) and the magnitude of r is reflected in the table (r table = 0.4132). Then rxy > r table ie = 2.35> 0.4132. In other words, Ho is rejected and Ha is accepted. It has a significant relationship between the learning styles of students and students’ knowledge aspect on Computer System Subject of grade X TKJ in SMK IT Rahmatan Karimah of  Central Bengkulu

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