scholarly journals Determination of learning styles and achievements of talented students in the fields of science and mathematics

2019 ◽  
Vol 14 (1) ◽  
pp. 80-89 ◽  
Author(s):  
Hasan Altun ◽  
Oguz Serin
Keyword(s):  
Learning Styles ◽  
Learning Style ◽  
Screening Method ◽  
The Other ◽  
And Mathematics ◽  
Ninth Grade Students ◽  
Talented Students ◽  
Physics Course ◽  
Mathematics And Science

The purpose of this study is to determine the distribution of talented students’ course achievements in the fields of mathematics and science, according to the learning styles. General screening method was used in this research. The universe of the research consists of Ninth grade students (2016–2017) who study at Bornova Anatolian High School. The sample of the study was composed of 11 talented students. After determining learning styles, the distribution of the students according to the learning styles was determined. At the end of the study, it was detected that mathematics course achievements’ average of the students who have assimilator learning style is higher than averages of the other students’s who have other learning styles. It was determined that physics course achievements’ average of the students who have assimilator learning style is higher than averages of the other students’s who have other learning styles. Keywords: Learning styles, talented students, science and mathematics.

scholarly journals When are nursing students on clinical placements ready to expand their learning repertoire?

2018 ◽  
Vol 8 (6) ◽  
pp. 10
Author(s):  
Marlene Holmberg ◽  
Bente K. Stisen ◽  
Sarah M. Grau ◽  
Kirsten Nielsen
Keyword(s):  
Nursing Students ◽  
Learning Styles ◽  
Learning Style ◽  
Baccalaureate Nursing ◽  
Baccalaureate Nursing Students ◽  
The Other ◽  
Clinical Placements ◽  
The Third ◽  
New Learning ◽  
Learning Research

Learning styles indicate an individual’s preferred way of learning. Research suggests that it is important for students on clinical placements to begin the learning process with the preferred learning style and subsequently develop their ability to use other styles and become more balanced learners. What is unknown is when baccalaureate nursing students are ready to develop the other learning styles, and what facilitates such an expansion in their learning style repertoire? This is important, because students need to develop the abilities to learn both by acting and by deepen their knowledge of theory to meet the requirements of the nursing profession. An American study found that operating room students felt confident to adopt new learning styles by the third week of clinical placements. No studies to date have retrieved a similar pattern of readiness to expand learning style repertoire among nursing students. Therefore, the aim of this study was to investigate when students are ready to expand their learning style repertoire in a Baccalaureate Nursing Programme and to investigate the factors that influence such an expansion. Data were generated through participant observations and interviews. The findings indicated that students were ready in different weeks, and that interaction with nurses, the context, and the type of ward in the clinical placement were crucial factors for students to be able to expand their repertoire. The conclusion was that both students and preceptors need to be ready before students can adopt and develop other learning styles.

Counseling the Gifted and Talented Based on Learning Styles

1984 ◽  
Vol 50 (5) ◽  
pp. 429-432 ◽  
Author(s):  
Shirley A. Griggs
Keyword(s):  
Learning Styles ◽  
School Counselors ◽  
Learning Style ◽  
Gifted And Talented ◽  
Cerebral Dominance ◽  
Learning Style Preferences ◽  
Individual Preferences ◽  
Talented Students ◽  
Style Preferences

Several recent studies imply a pattern of core learning style preferences among gifted and talented students. This research suggests that gifted and talented students are: independent (self) learners; internally controlled; persistent; perceptually strong; nonconforming; and highly motivated. Assuming the validity of these findings, some implications for school counselors are discussed for each of these six learning style elements. Within any group of gifted and talented students, there are differences as well as similarities, which suggest that counselors need to provide for individual preferences in such areas as design, mobility, and cerebral dominance.

scholarly journals THE STYLE USED BY STUDENTS IN LEARNING VOCABULARY

2018 ◽  
Vol 4 (2) ◽  
pp. 62
Author(s):  
Fithria Ulfani Yuliatin
Keyword(s):  
Learning Styles ◽  
Learning Style ◽  
Qualitative Data ◽  
Visual Learning ◽  
The Other ◽  
Applied Learning ◽  
Descriptive Data ◽  
Qualitative Descriptive ◽  
Student Learning Style ◽  
Mastery Criteria

The purpose of this study is to describe the application of Learning Styles in the vocabulary used by students of SMAN 1 Sakra Timur. To know the percentage of student learning style in vocabulary. Students of grade 2 IPA 1 are less in applied learning styles, students are more sitting and silent, whether they understand what is described or not. In keeping the results of research, conducted data collection using qualitative descriptive. Data obtained from the results of vocabulary and questionnaire tests. On the other hand, the qualitative data comes from student observations as well. Then the data can be seen that students have problems with the vocabulary, from 37 students who are able to achieve it consists of 15 students (40%) able to achieve the Minimum Mastery Criteria with qualifications consisting of 5 students (14%) to Prima, 9 students (24% to Very good, and 10 students (27%) became good, while there were 13 students (35%) who were unable to achieve minimum mastery with poor or failing qualifications. For percentage of learning style preferred by students to learn to use visual learning style, (89%) SS, 3 (8%) S, 1 (2%) TT and nobody chose disagree and strongly disagree. In addition, from the observation, Students are less active to respond to lessons taught due to lack of force learning applied by the teacher.

scholarly journals Analisis Gaya Belajar Siswa Berprestasi Studi Komparasi Siswa Berprestasi SMAN 1 dengan MAN 1 Yogyakarta Kelas XI

2016 ◽  
Vol 1 (2) ◽  
pp. 295-308
Author(s):  
Ali Murfi ◽  
Noneng Siti Rosidah
Keyword(s):  
Learning Styles ◽  
Learning Style ◽  
Sampling Technique ◽  
Research Subjects ◽  
Average Value ◽  
The Third ◽  
Learning Mathematics ◽  
The Subject ◽  
The Individual ◽  
Mathematics And Science

This study was conducted, first, analyzed to determine the learning styles of students excel in Mathematics and Science subjects in class XI SMAN 1 and MAN 1 Yogyakarta by applying the theory of David Kolb's learning style. Second, to predict the differences and similarities of learning styles of students achievement in learning Mathematics Class XI SMAN 1 and MAN 1 Yogyakarta. 18 research subjects were drawn from students of class XI. Determining the subject of research is done by using purposive sampling technique that refers to the result of the average value of UTS Mathematics which is the third highest of any class. The results showed that: (1). Students' learning styles achievement in Mathematics and Science subjects in class XI SMA N 1 and MAN 1 Yogyakarta is varied. This is evidenced by the results if the data obtained show that the student has a unique learning style of each and likely to lead to the individual's personality. Based on the analysis of student learning styles achievement shows that students SMA N 1 Yogyakarta been the subject of much research as 4 students have a learning style Assimilator, 3 students have learning styles Konverger, one student has a learning style Akomodator and one student has a learning style Diverger again. While students perform at MAN 1 Yogyakarta who is the subject of research, as many as four people have Akomodator learning styles, each two students have learning styles Assimilator and Diverger, then one student again has a learning style Konverger. (2). Differences in learning styles that happens is the individual habits that become unique to them. Students perform at SMA N 1 Yogyakarta dominates the Assimilator learning styles, while students of MAN 1 Yogyakarta dominates the Akomodator learning styles.

scholarly journals Multimodality and New Materialism in Science Learning: Exploring Insights from an Introductory Physics Lesson

2022 ◽  
Vol 25 ◽  
Author(s):  
Delia Marshall ◽  
Honjiswa Conana
Keyword(s):  
The Body ◽  
Pedagogical Practices ◽  
New Materialism ◽  
First Year ◽  
Mathematical Concepts ◽  
Theoretical Perspectives ◽  
And Mathematics ◽  
Physics Course ◽  
Mathematics And Science ◽  
Science Disciplines

Science disciplines are inherently multimodal, involving written and spoken language, bodily gestures, symbols, diagrams, sketches, simulation and mathematical formalism. Studies have shown that explicit multimodal teaching approaches foster enhanced access to science disciplines. We examine multimodal classroom practices in a physics extended curriculum programme (ECP) through the lens of new materialism. As De Freitas and Sinclair note in their book, Mathematics and the Body, there is growing research interest in embodiment in mathematics (and science) education—that is, the role played by students’ bodies, in terms of gestures, verbalisation, diagrams and their relation to the physical objects with which they interact. Embodiment can be viewed from a range of theoretical perspectives (for example, cognitive, phenomemological, or social semiotic). However, they argue that their new materialist approach, which they term “inclusive materialism”, has the potential for framing more socially just pedagogies. In this article, we discuss a multimodal and new materialist analysis of a lesson vignette from a first-year extended curriculum physics course. The analysis illuminates how an assemblage of bodily-paced steps-gestures-diagrams becomes entangled with mathematical concepts. Here, concepts arise through the interplay of modes of diagrams, gestures and bodily movements. The article explores how multimodal and new materialist perspectives might contribute to reconfiguring pedagogical practices in extended curriculum programmes in physics and mathematics. 

scholarly journals The Differences in Influence of Approaches and Learning Styles on Learning Outcomes in the Matter Material of Class IV Students at SD IT Tadzkia, Langsa

2020 ◽  
Vol 3 (4) ◽  
pp. 1861-1872
Author(s):  
Kamal Fahlevi ◽  
KMS Amin Fauzi ◽  
Sumarno Sumarno
Keyword(s):  
Learning Styles ◽  
Student Learning ◽  
Learning Outcomes ◽  
Learning Style ◽  
Mathematics Learning ◽  
Total Sample ◽  
Test Analysis ◽  
Post Test ◽  
Data Collection Technique

In mathematics learning, the determination of the approach greatly determines student learning outcomes, because mathematics subjects are assessed for students as quite difficult subjects, this assessment appears due to the discomfort experienced by students during the learning process in class. The method used in this research is an experimental method with two-way ANOVA test analysis. This study aims to determine differences in learning outcomes through the PMR and PMR approaches based on the Math App game in terms of student learning styles. The research was conducted at SD IT Tadzkia Langsa with a total sample of 34 students. The data collection technique uses the distribution of learning style questionnaires and by conducting tests (pre-test and post-test). This study found that there were differences in learning income between PMR and PMR based on the Math App game based on a significant value of 0.045 <0.05. Then there were also differences in learning styles based on the results of the SPSS calculation with a significant value of 0.049 <0.05. Whereas in the interaction section between the learning style approach and learning style, it was found that there was an interaction between the learning style approach and the learning style with a significant value of 0.018 <0.05.

scholarly journals Determination of Study Motivation and Learning Achievement In Entrepreneurship In The Covid-19 Pandemic Period

2021 ◽  
Vol 2 (1) ◽  
pp. 19
Author(s):  
Achmad Mustofa ◽  
Amiruddin Amiruddin ◽  
Ismail Ismail ◽  
Destri Sambara Sitorus ◽  
Ananda Setiawan
Keyword(s):  
Learning Styles ◽  
Learning Style ◽  
Economic Education ◽  
Learning Motivation ◽  
Research Model ◽  
Learning Achievement ◽  
Dependent Variables ◽  
Motivation And Learning ◽  
Intervening Variables

Indonesia is a country that is affected by the existence of COVID-19. One of the biggest impacts on the world of education at Syiah Kuala University. One of these impacts includes learning conducted online. The purpose of this study was to see the influence of the learning styles of students of Syiah Kuala University Economic Education on learning motivation and subsequently on learning achievement in entrepreneurship courses. This type of research is a quantitative study with descriptive methods. The research design becomes a research model to measure the effect of independent variables, namely learning styles, intervening variables, namely learning motivation, and dependent variables, namely learning achievement. The results showed 1) there was a positive and insignificant influence on the learning style variable on the learning motivation variable, 2) there was a positive and insignificant influence on the learning motivation variable on the learning achievement variable.

Learning Styles among Gifted/Talented Students: Instructional Technique Preferences

1981 ◽  
Vol 48 (2) ◽  
pp. 134-138 ◽  
Author(s):  
Emily D. Stewart
Keyword(s):  
New York ◽  
Locus Of Control ◽  
General Population ◽  
Learning Styles ◽  
Learning Style ◽  
Instructional Methods ◽  
Gifted Students ◽  
Sixth Grade ◽  
Independent Study ◽  
Talented Students

The Learning Styles Inventory and the Nowicki-Strickland Locus of Control Scale for Children were administered to 300 fourth, fifth, and sixth grade gifted/talented students in New York and Connecticut and to 283 students from the general population. Other test score information was obtained from student records. It was found that (a) gifted students and students of the general population differ overall with respect to learning style; (b) the learning style variables contributing most to the difference between the two groups were lecture, independent study, discussion, and projects; and (c) grade level, sex, locus of control, and favorite subject significantly affect learning style preferences. It was concluded that there seems to be a preference among gifted/talented students for those instructional methods emphasizing independence, while students of the general population seem to prefer instructional methods with somewhat more structure.

Matching Learning Style and Instructional Strategy: An Application of the Person-Environment Interaction Paradigm

1993 ◽  
Vol 76 (1) ◽  
pp. 63-79 ◽  
Author(s):  
John Hayes ◽  
Christopher W. Allinson
Keyword(s):  
Learning Styles ◽  
Learning Style ◽  
Interaction Effect ◽  
Instructional Strategy ◽  
Education And Training ◽  
The Other ◽  
Environment Interaction ◽  
And Training

There is a widely held view that matching learning style and instructional strategy can improve the effectiveness of education and training. This paper is a review of 17 studies, drawn from a variety of educational contexts, which investigate the interaction effect of learning style and instructional strategy. Ten studies provide support for the proposition that instructional strategy will be differentially effective for students with different learning styles. Three factors which might have contributed to the lack of support associated with the other seven studies are discussed.

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.

Sign in / Sign up

Export Citation Format

Share Document