College students’ learning styles and perceptions of the effectiveness of a peer tutoring program

A computerized problem-solving task was employed to study the relationships among problem-solving behaviors and learning styles. College students made choices to find their way home in a simulated “lost in the woods” task and wrote their. reasons at each choice point. Time to read relevant information and time to make decisions were measured by the computer clock. These variables were correlated with learning style variables from Schmeck's (1977) questionnaire. The findings indicated that subjects who perceived themselves as competent learners take more time on the problem-solving task, use more information and make fewer wrong choices.

Download Full-text

Comparison of Learning Styles between Medical College Students and Professional Graduate Medical School Students

Korean Journal of Medical Education ◽

10.3946/kjme.2009.21.2.125 ◽

2009 ◽

Vol 21 (2) ◽

pp. 125-131 ◽

Cited By ~ 3

Author(s):

Eun-Kyung Chung ◽

Sun-A Oh ◽

Tai-Young Yoon ◽

Sang-Jin Lee ◽

Young Jong Woo ◽

...

Keyword(s):

College Students ◽

Learning Styles ◽

Medical School ◽

School Students ◽

Graduate Medical ◽

Medical College ◽

Medical School Students

Download Full-text

Using Peer Tutoring Program in the Basic Skills Laboratory and Clinical Practice: Experience of Nursing Students

Journal of Education and Research in Nursing ◽

10.5152/jern.2021.92653 ◽

2021 ◽

Author(s):

Tuba Sengul ◽

◽

Ayfer Aydin ◽

Ayse Ferda Ocakci ◽

◽

...

Keyword(s):

Clinical Practice ◽

Nursing Students ◽

Peer Tutoring ◽

Basic Skills ◽

Tutoring Program ◽

Practice Experience ◽

Skills Laboratory

Download Full-text

Effectiveness of Peer Tutoring Program on Students’ Academic Performance for Engineering Course

International Journal of Service Management and Sustainability ◽

10.24191/ijsms.v6i1.12879 ◽

2021 ◽

Vol 6 (1) ◽

pp. 71

Author(s):

Fei Ha Chiew ◽

Clotilda Petrus ◽

Siti Zaidah Othman ◽

Joe Davylyn Nyuin ◽

Ung Hua Lau

Keyword(s):

Peer Tutoring ◽

Intervention Program ◽

Solid Mechanics ◽

Practical Significance ◽

Control Group ◽

Tutoring Program ◽

Significant Difference ◽

Group A ◽

And Control ◽

Experimental Group

This study investigated the effectiveness of a peer tutoring program that was implemented for Basic Solid Mechanics course, as an intervention program to improve students’ performance in the course. Ten tutors were chosen to provide tutoring services to an experimental group of 36 tutees. Tutees were required to answer an entry test before the intervention program, and another exit test after the program. A control group which shared the same instructor in their lecture classes was included in the study. Comparison between the performances for entry and exit tests of both experimental and control groups were made. Analyses showed an increase in the percentage of students that passed the exit test from the experimental group. The average marks for the experimental group in the exit test also increased, compared to their marks in the entry test. A Mann- Whitney U test conducted indicated a significant difference between the gain scores of the experimental group and control group. A further metaanalysis revealed a large effect size, signaling the practical significance of the results. The findings demonstrated the effectiveness of the peer tutoring intervention program on students’ performance of the course.

Download Full-text

Understanding the Learners

Teaching Music in Higher Education ◽

10.1093/oso/9780190945305.003.0003 ◽

2020 ◽

pp. 47-62

Author(s):

Colleen M. Conway

Keyword(s):

College Students ◽

Learning Styles ◽

Multiple Intelligences ◽

Undergraduate Students ◽

Self Regulation ◽

Thinking Aloud ◽

Differentiating Instruction ◽

The Arts

Chapter 3 focuses on the cognitive and intellectual growth of college students and includes vignettes written by undergraduate students. The role of the professor in assisting the undergraduate in developing from dualism to relativism is discussed. A review of various learning styles and a discussion of multiple intelligences is provided. Various strategies for motivating students are discussed. Specific techniques for self-regulation are also examined. The chapter concludes with suggestions for differentiating instruction. Suggestions for underclassmen include autobiographical assignments, modeling and thinking aloud; while suggestions for upperclassmen include choice in assignments and recognition of the challenges of planning a future in the arts.

Download Full-text

Research on Data Mining of Learning Behaviours of College Students on MOOC Platform

MATEC Web of Conferences ◽

10.1051/matecconf/201824603025 ◽

2018 ◽

Vol 246 ◽

pp. 03025

Author(s):

Shi Yang ◽

Lu Juan

Keyword(s):

College Students ◽

Learning Styles ◽

Computer Network ◽

Traditional Education ◽

Internet Applications ◽

University Teachers ◽

Teachers And Students ◽

Education Model ◽

Learning Behaviours ◽

Different Levels

With the continuous development of computer network and the popularity of internet applications, technology is constantly changing the traditional education model. The rise of the MOOC has set off a worldwide revolution in educational technology, which has been widely welcomed by university teachers and students. On the platforms of MOOC, the learning behaviours of college students have generated massive amounts of relevant data. Teachers can tap learning behaviours, master different types of learning styles to better control the learning steps and urge college students to better participate in all aspects of learning. Based on the MOOC platform, this paper classifies the students into excellent learners, middle learners, poor learners and non-learners by cluster analysis to teach students of different levels in different ways to optimize the MOOC teaching effect.

Download Full-text