scholarly journals Exploring the Impact of VAK Learning Style on Teenager Level Language Learners in Indonesia

2019 ◽  
Vol 10 (4) ◽  
pp. 807
Author(s):  
Rina Asrini Bakri ◽  
M. Asfah Rahman ◽  
Baso Jabu ◽  
Jassruddin Jassruddin
Keyword(s):  
Learning Styles ◽  
Learning Style ◽  
Language Learners ◽  
Sampling Technique ◽  
Learning Capability ◽  
Significant Difference ◽  
Before And After ◽  
English Speaking ◽  
The Impact ◽  
Speaking Skills

This study aims at finding out whether Visual Auditory Kinesthetic (VAK) learning styles improve the It presents pre experimental design  to see the impact of  VAK learning style with one group pre-tested and post-tested, employing oral testing. The target group of this study was teenager level language learners at a school in Makassar Indonesia in the 2015/2016 academic year. Twenty nine students with average speaking ability participated in this study. A purposive sampling technique was used to recruit participants.  The data was collected through an oral proficiency. The results of the data analysis indicated that there was a significant difference in the students’ English speaking skills before and after being trained using the VAK learning style. Results indicated that post-test was greater than pre-test in accuracy, fluency, comprehensibility. Based on the result of analysis can be concluded that the adoption of the VAK learning style can improve the English speaking skills and the methodology can be used as a preliminary strategy to assess students’ learning capability.

scholarly journals Komparasi Tingkat Hasil Belajar Berdasarkan Gaya Belajar Visual, Auditorial, dan Kinestetik

2021 ◽  
Vol 3 (1) ◽  
pp. 37-48
Author(s):  
Nastiti ◽  
Wahyu Rika Agustin
Keyword(s):  
Social Studies ◽  
Learning Styles ◽  
Learning Outcomes ◽  
Learning Style ◽  
Visual Learning ◽  
Sampling Technique ◽  
Significance Level ◽  
Ex Post ◽  
Significant Difference ◽  
Good Learning

The purpose of the study was to determine whether there was a difference between learning outcomes based on VAK learning styles (visual, auditory, kinesthetic) in Integrated Social Studies subjects for seventh grade students of SMP Negeri 1 Patianrowo. Researchers used a comparative quantitative approach with a comparative causal design or ex post facto. The population in the study were all students of class VII, amounting to 295 students and the sample was 59 students taken from class VII H and I. The sample was taken using simple random sampling technique. The study used a questionnaire and documentation as data collection instruments. While the data analysis technique used kruskal wallis. The results showed that good learning outcomes based on visual learning styles were 20%, low learning outcomes were 60%, and moderate learning outcomes were 20%. Furthermore, good learning outcomes based on auditory learning styles are 68%, low learning outcomes are 3%, and moderate learning outcomes are 29%. Finally, good kinesthetic learning outcomes are 22%, low learning outcomes are 73%, and low learning outcomes are 5%. Based on these results, it can be concluded that there is a significant difference in learning outcomes based on learning styles using the VAK learning style in Integrated Social Studies subjects class VII SMP Negeri 1 Patianrowo. This can be seen from the sig value. namely 0.000 <from the significance level of 5% (0.05).

scholarly journals The Impact of Education on Mother’s Knowledge for Stunting Prevention Through Moringa Oleifera in Kuan Noel Village, Fatumnasi District, South Central Timor Regency

2020 ◽  
Vol 8 (3) ◽  
pp. 206
Author(s):  
IRLIN FALDE RITI
Keyword(s):  
Treatment Group ◽  
Moringa Oleifera ◽  
Sampling Technique ◽  
Control Group ◽  
South Central ◽  
Significant Difference ◽  
Before And After ◽  
Quasi Experimental ◽  
The Impact ◽  
Educational Aspect

<p align="center"><strong>ABSTRAK</strong></p><p><strong>Background:</strong> One of nutritious problems susceptibly encountred in the world nowadays is kid’s stunting. Stunting is a failure of growth condition and cronical nutritious problems caused by poor nutritious supply because of improper meal provisions in long term growth consumptions. Stunting could be primarily prevented by increasing knowledge about stunting prevention through consuming moringa oleifera regularly. <strong>The aim:</strong> This study is intended to know the impact of education on mother’s knowledge for stunting prevention through regular moringa oleifera consumption. <strong>Research Method: </strong>This research applied a quasi experimental design by generating non equivalent control group which complied two groups; 30 subjects (mothers) were considered as treatment group; whereas, other 30 subjects (mothers) were taken as control group. Thus sampling technique applied was consecutive sampling. <strong>Results:</strong> The study showed that there was a significant impact on education score before and after intervention effects towards the treatment group (p=0,000); whereas there was no significant difference on the control group (p=0,184). The statistical analysis applied independent sample t-test which showed if educational aspect significantly impacted on the increase of mother’s knowledge (p=0,000). <strong>Conclusion:</strong> Educational aspect impacted on mother’s knowledge for stunting prevention through moringa oleifera.</p>

scholarly journals Learning styles preferences and diagnostics at higher education level: A comparative perspective among three faculties

2019 ◽  
Vol 4 (2) ◽  
pp. 313-320
Author(s):  
Hukamdad Malik ◽  
Hajra Shaheen ◽  
Wajeeha Aurangzeb
Keyword(s):  
Social Sciences ◽  
Learning Styles ◽  
Learning Style ◽  
Sampling Technique ◽  
Situational Factors ◽  
Independent Learning ◽  
Significant Difference ◽  
Dependent Learning ◽  
Teaching Learning ◽  
Post Hoc

This study aimed at exploring and comparing learning styles preferences among students of Management sciences, Social sciences and Languages. Homogenous purposive sampling technique was used to select sample of study comprising of 300 graduating students of the three faculties. Grasha-Reichmann Scale consisting of 60 five point likert scale statements was used to explore learning styles preferences of students on six variables namely; avoidant, collaborative, competitive, dependent, independent, and participant. Results based on One-way ANOVA and Post-hoc Tukey’s test revealed that a statistically significant difference occurred among the learning styles preferences of students enrolled in three faculties. Management sciences students preferred competitive and independent learning style, social sciences students were mostly avoidant and dependent learners whereas languages students have adopted collaborative as well as dependent learning styles. It is recommended that teachers may require to bring variation in teaching learning process to cater to the needs of diverse learners. It is advisable for teachers to plan such learning activities which make them independent and self-directed learners. It is also recommended that situational factors such as nature of course requirements and motivation to attend the classroom could also have an impact on the preferred learning styles.

scholarly journals THE EFFECT OF LEARNING STYLES FOR ENGLISH SPEAKING SKILL

2017 ◽  
Author(s):  
Abd Ghofur
Keyword(s):  
Standard Deviation ◽  
Learning Styles ◽  
Learning Style ◽  
Visual Learning ◽  
Auditory Learning ◽  
Ex Post ◽  
Significant Difference ◽  
Ex Post Facto ◽  
Speaking Skill ◽  
English Speaking

Everyone has a dominant learning style that allows them to easily absorb the information it receives. Thispaper is the result of a study corresponding author modalities influence students to absorb information onthe differences in the English speaking skill. This research was conducted in class X SMA N 1 Lamongan.The study design using the ex post facto with a population of 383 and the number of samples 70. The datacollection technique using questionnaires and tests the ability to speak English. Analysis using descriptiveanalysis and ANOVA one lane using parametric statistical methods. This is done because it is based on astatistical test, the normal distribution of research data and homogeneous. The results showed thatstudents who have a visual learning style as many as 32 people, with a mean of 69.56 and a standarddeviation of 12.281. Then students who have auditory learning styles as many as 20 people with a mean of66.10 with a standard deviation of 10.935. While students who have a kinesthetic learning style as manyas 18 people with a mean of 66.28 and a standard deviation of 12.942. The results of data analysis knownthat the significance value (sig.) Of 0.511. This showed that no significant difference in the Englishspeaking skill among students who have learning styles of visual, auditory and kinesthetic.

scholarly journals The impact of academic libraries on students' academic achievement: The relationship between learning styles and information seeking anxiety

2018 ◽  
pp. 76-93
Author(s):  
Somayeh Parvin ◽  
Nasrin Kheibar ◽  
Hamideh Mihanpour ◽  
Alireza Rafi
Keyword(s):  
Academic Achievement ◽  
Learning Styles ◽  
Learning Style ◽  
Information Seeking ◽  
Significant Difference ◽  
Anxiety Levels ◽  
And Gender ◽  
Relationship Of ◽  
The Impact ◽  
The Relationship

Information seeking anxiety is a type of anxiety that affects academic performance. The present study was aimed at investigating the relationship between learning styles and information seeking anxiety in relation to the academic achievement of students. This was a descriptive-analytic research, and the study population consisted of students who had passed at least one semester in Behbahan University, Iran. The sample size was calculated 181 from the Morgan table. The results of this study showed that most of the students used the ‘assimilating' learning style. It was concluded that there was no significant difference between anxiety levels and the field of study. Also, there was no relationship between learning styles and age and gender. Moreover, there was no relationship of gender, academic semester, and age with academic achievement. Even though, there was no relationship between information seeking anxiety and learning styles vis a vis academic achievement, the assimilating learning style was preferred by the majority of the students. The comparison of learning styles with information seeking anxiety was a distinctive feature of this study, indicating that different aspects of learning did not have much effect on the anxiety levels of individuals, which could be the basis for further research on personality dimensions such as self-concept and intrinsic motivation in relation to information seeking anxiety and academic achievement.

PSYCHOEDUCATION REDUCES ANXIETY IN ELDERLY WITH HYPERTENSION IN NAMBAKOR VILLAGE SARONGGI DISTRICT SUMENEP

2021 ◽  
Vol 2 (2) ◽  
pp. 108
Author(s):  
Emdat Suprayitno ◽  
Zakiyah Yasin ◽  
Istiqamatul Karamah ◽  
Dian Ika Puspitasari
Keyword(s):  
Sampling Technique ◽  
The Elderly ◽  
Anxiety Score ◽  
Significant Difference ◽  
Before And After ◽  
Post Test ◽  
The Mean ◽  
Anxiety Depression ◽  
The Impact ◽  
Paired T Test

 Introduction: The problems in hypertension will cause emotional or mental disorders, one of which is anxiety. Feelings arise due to the fear and ignorance of an individual about hypertension experienced and the impact that will occur in the future. Psychoeducation is the provision of information about disease management and individual psychological aspects. This study aims to determine the effect of psychoeducation on the anxiety level of elderly patients with hypertension in Nambakor Village, Saronggi District.Methods: This research method is pre-experimental with the research design is one group pre test post test. The sampling technique used is Random Sampling and the number of samples is 30 respondents. Data collection using a questionnaire on the level of anxiety Depression Anxiety and Stress Scale.Result: The results showed that the mean of the anxiety score before the psychoeducation intervention was 24,43±7,60 and the mean of the anxiety score after the psychoeducation intervention was was 23,23 ± 7,83. The results of the paired t test of anxiety score was p = 0.002, means that there is significant difference in anxiety scores before and after psychoeducation.Conclusion: There is an influence of psychoeducation on the level of anxiety in the elderly with hypertension. The conclusion obtained is that psychoeducation can increase knowledge in patients with hypertension so that it is expected to be one form of intervention that can be applied. 

scholarly journals The Relationship between Prefered Learning Styles, Reading Strategies and Reading Achievement of Efl at Thai Nguyen University, Vietnam

2020 ◽  
Vol 03 (11) ◽  
Author(s):  
Dang Thi Thanh Huong ◽  
Keyword(s):  
Reading Achievement ◽  
Learning Styles ◽  
Learning Style ◽  
Language Learners ◽  
Reading Strategies ◽  
Quantitative Research ◽  
Visual Language ◽  
Assessment Instrument ◽  
Perceptual Learning Style ◽  
Significant Difference

The present study was conducted at the School of Foreign Languages, Thai Nguyen University, Vietnam. There were 132 second years students participated in the study. The study employed quantitative research design. The instruments used in the study included the Perceptual Learning Style Preference Questionnaire (PLSPQ) developed by Reid (1987); the Survey of reading strategies (SORS) which was a 30-item self-assessment instrument developed by Sheorey and Mokhtari (2002), and a simulated IELTS reading test. The findings of the study revealed that there was a statistically significant difference in the uses of reading strategies by different learning styles. The Visual language learners used the most reading strategies (M= 2.92). The Auditory language learners ranked the second (M=2.50). Tactile and Kinesthetic learners used reading strategies at low level (M=2.0). Group language learners used the least reading strategies (M=1.04). In terms of reading achievement among different learning styles, the results of the study showed that there was a statistically difference on the reading achievement by learners of different learning styles. The Visual language learners achieved highest scores (M=5.49). Tactile language learners ranked the second of M=4.5. Auditory and Kinesthetic language learners scored almost similar of M=3.36 and M=3.72 respectively. Group and Individual learners ranked the last of M=2.83 and M=2.77.

scholarly journals effectiveness of buzz group disscussionon knowledge and attitudes about prannal sex in adolescents at vocational school of pencawan medan

2021 ◽  
Vol 4 (1) ◽  
Author(s):  
Serly Monika Br Sembiring
Keyword(s):  
Health Education ◽  
Sampling Technique ◽  
Premarital Sex ◽  
Chi Square ◽  
Cross Sectional ◽  
Lack Of Information ◽  
Significant Difference ◽  
Before And After ◽  
The Impact ◽  
Sex Attitudes

The results of the report from the Demographic and Health Survey, especially the Adolescent Reproductive Health (KRR) component (2012) were found in adolescents aged 15-19 years, the largest proportion of first dating times at the age of 15-17 years. About 33.3% of girls and 34.5% of boys aged 15-19 years started dating when they were not yet 15 years old. Various other factors cause students to engage in premarital sex, such as communication with family, lack of information about the impact of premarital sex. This research is analytic with approach design cross-sectional. The population in this study were adolescents with a sample of 50 respondents, the sampling technique was purposive sampling. Collecting data using a questionnaire which will be processed with the test chi-square, with p = 0.05. Adolescent knowledge showed that the value of p = 0.001 (p <0.05), meaning that there was a significant difference between the knowledge before and after being given health education about free sex. Attitudes, the value of p = 0.001 (p <0.05) was obtained, meaning that there was a significant difference between the knowledge before and after being given health education about free sex.

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

The Effect of Instructional Approaches and Learning Styles on Students’ Achievement of Grammar

2014 ◽  
Vol 11 (1) ◽  
Author(s):  
Rista Damesari Saragih ◽  
Lince Sihombing ◽  
Eddi Setia
Keyword(s):  
Learning Styles ◽  
Learning Style ◽  
Significant Interaction ◽  
Visual Learning ◽  
Sampling Technique ◽  
Cluster Sampling ◽  
Instructional Approaches ◽  
Vocational High School ◽  
Instructional Approach ◽  
Auditory Learning

The objectives of this research are to investigate whether: (1) students’ achievement of grammar taught by applying inductive approach higher than taught by applying deductive approach, (2) achievement of grammar of visual learning style students higher than achievement of grammar of auditory learning style students, and (3) there is an interaction between instructional approaches and learning styles on the students’ achievement of grammar. The population was students of Grade X of Vocational High School 1 Beringin Deli Serdang. Based on Cluster Sampling technique, two classes were chosen, namely Grades X1 and X3. The data were analyzed using a two-way ANOVA with 2 × 2 factorial design. The result reveals that (1) Students` grammar achievement taught by using inductive instructional approach is higher than that taught by using deductive instructional Approach (81,20 > 72,10), (2) Students with visual learning style have higher achievement in grammar than students with auditory learning style (81,90 > 72) and (3) there is significant interaction between instructional approaches and learning styles on students` achievement of grammar (4.906 > 3.96). Thus, it can be concluded that the application of instructional approaches and learning styles can affect students` achievement in grammar.   Keywords: Grammar; Instructional Approach; Learning Styles

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