scholarly journals An Examination Of Kolb's Learning Style Inventory

2009 ◽  
Vol 2 (3) ◽  
pp. 57-62
Author(s):  
Doreen J. Gooden ◽  
Robert C. Preziosi ◽  
F. Barry Barnes
Keyword(s):  
Learning Styles ◽  
Learning Outcomes ◽  
Learning Style ◽  
Learning Process ◽  
Outcomes Research ◽  
Teaching Methodology ◽  
Positive Outcomes ◽  
Learning Style Inventory ◽  
Primary Focus

As educators our primary focus is that of ensuring that students experience positive learning outcomes. Research, however, has shown that there are differences in students learning styles and that these differences will impact on the overall learning process. One way of ensuring that these positive outcomes are achieved is by identifying the different learning styles of students and modifying our teaching methodology to meeting those needs. This paper examines Kolbs (1984) Learning Style Inventory and provides suggestions on how to address the different students learning styles in order to enhance the learning process.

scholarly journals The Implementation Concept Of "Learning Style Inventory" David Kolb Based PHP On STMIK Nusa Mandiri

SinkrOn ◽  
2019 ◽  
Vol 3 (2) ◽  
pp. 193
Author(s):  
Rino Ramadan
Keyword(s):  
Learning Styles ◽  
Learning Style ◽  
Programming Language ◽  
Learning Process ◽  
Assessment Process ◽  
Learning From Experience ◽  
Learning Style Inventory ◽  
The Third ◽  
David Kolb ◽  
Final Score

The concept of "Learning Style Inventory" offered David Kolb is a concept for the assessment in detecting a person's learning style. The learning process is based on the experience of having 5 cycles. 5 of them can be used as a reference for the assessment. David Kolb has created 12 questions that can already be used as a reference in making this assessment. Question by David Kolb create an outline already refers to the cycle of learning from experience. After getting answers to 12 questions before, and then we do the calculation based on a formula created by David Kolb. The formula are consists of 4 score. The first score is CE (Concentrate Experience), then the second score is AE (Active Experimentation), then the third score is RO (Reflective Observation), and the final score is AC (Abstract conceptualization). The assessment process will do is add any weighting of each question and divided based on each option. Then we add up to 12 about the nominal weighting. Having obtained in total, we then perform the detection process of learning styles based on the concept of learning styles with the reference calculation by analysis David Kolb's learning style. The concept offered David Kolb has many implemented with a variety of versions, this time the writer will try to implement this concept to the programming language PHP along with  supporters other programming language. By implementing these concepts based on PHP, then the respondent can conduct the assessment process whenever and wherever

scholarly journals ANALISIS KESULITAN BELAJAR BERDASARKAN GAYA BELAJAR SISWA KELAS X IPA PADA MATA PELAJARAN KIMIA DI MAS AL-MUSTAQIM ARANG LIMBUNG

2019 ◽  
Vol 7 (1) ◽  
Author(s):  
Ningsih Fatmawati ◽  
Rizmahardian Ashari Kurniawan ◽  
Tuti Kurniati
Keyword(s):  
Data Analysis ◽  
Learning Styles ◽  
Learning Outcomes ◽  
Learning Style ◽  
Learning Process ◽  
Learning Difficulty ◽  
Chemical Calculation ◽  
Internal Factor ◽  
Descriptive Research ◽  
Lecture Method

Learning difficulty is a condition where the students are not able to compherend what they learn so it causes the low exhaustiviness of students learning outcomes. This is caused by various factors, one of them is internal factor, namely learning style which has not been noticed by teacher, because it can help the learning process become faster and easier. This researcher was descriptive research which generally aimed to: (1) determine students learning style based on VARK learning styles, (2) find out students learning difficulty in chemistry subject, and (3) find out students learning difficulty in each type of learning style. The instruments of this research were questionnaire, observation, interview, and documentation. Based on the data analysis, the researcher got the information that the tendency of students learning style were dominated by V-A-R-K learning style (42,87%). There were 75% of students who experienced learning difficulty on the material of chemical calculation (stoichiometry) especially for the indicators in determining calculation based on the basic of chemical laws and morality based on the mole concept. It was due to the teacher tended to use lecture method. Morever, learning difficulty was also because the students have not known learning style they have, so that the students could not focus on learning style but they were more focused on finishing calculation tasks.

scholarly journals The Relationship Between Learning Styles with Learning Outcome and Scientific Literacy of Islamic Junior High School (MTs) Students in Mataram

2021 ◽  
Vol 7 (3) ◽  
Author(s):  
Siti Syifa’un Nufus ◽  
Gito Hadiprayitno ◽  
A Wahab Jufri
Keyword(s):  
Learning Styles ◽  
Student Learning ◽  
Learning Outcomes ◽  
Learning Style ◽  
Learning Process ◽  
Scientific Literacy ◽  
Student Learning Outcomes ◽  
Learning Outcome ◽  
Effect Analysis ◽  
The Relationship

Learning style is one of the important elements in the learning process of students. Information about student learning styles will help teachers design appropriate learning so that students can more easily absorb, organize, and process information during the learning process. Learning in accordance with the character of students in the class will create joyful learning and influences student learning outcomes and abilities, including scientific literacy. This study aims to investigate the relationship between learning styles with student learning outcomes and scientific literacy. This research is descriptive-experimental research. The population of this study was MTs students in Mataram and the subjects of this study were 55 students. In order to determine the tendency of student learning styles, the VARK learning style questionnaire (Visual, Auditory, Read/Write, and Kinesthetic) was developed. In order to assess the scientific literacy that consisted of scientific literacy multiple-choice test and to assess the learning outcome, the final score was employed. Analysis of the relationship between learning styles and the scientific literacy using bivariate correlation, while the effect analysis of learning styles on learning outcomes and scientific literacy using MANOVA and effect analysis of students' scientific literacy on learning outcomes using ANACOVA. The results of the study indicated that the trend of auditory and kinesthetic learning styles correlated significantly with students' scientific literacy (p <0.05), whereas visual and reading/writing learning styles did not significantly correlate (p> 0.05). The type of learning styles does not have a different effect on student learning outcomes and scientific literacy, but scientific literacy has a significant influence on learning outcomes (p <0.05).

scholarly journals College Students Attitudes Toward Learning Process And Outcome Of Online Instruction And Distance Learning Across Learning Styles

2011 ◽  
Vol 8 (12) ◽  
pp. 35-42 ◽  
Author(s):  
Dat-Dao Nguyen ◽  
Yue Jeff Zhang
Keyword(s):  
Distance Learning ◽  
Learning Styles ◽  
Learning Style ◽  
Learning Process ◽  
Online Instruction ◽  
Student Attitudes ◽  
Learning Style Inventory ◽  
Attitudes Toward Learning ◽  
Process And Outcome ◽  
Students Attitudes

This study uses the Learning-Style Inventory LSI (Smith & Kolb, 1985) to explore to what extent student attitudes toward learning process and outcome of online instruction and Distance Learning are affected by their cognitive styles and learning behaviors. It finds that there are not much statistically significant differences in perceptions on many learning process and outcome indicators across learning styles. However, students who learn from concrete experience and reflective experimentation/observation didnt appreciate the flexible class schedule, need instant questions and feedback, and expect more leniency from the instructor.

The Influences of the Degree of Interactivity on User-Outcomes in a Multimedia Environment

2011 ◽  
pp. 258-300
Author(s):  
William D. Haseman ◽  
Vichuda Nui Polatoglu ◽  
K. Ramamurthy
Keyword(s):  
Learning Styles ◽  
Learning Outcomes ◽  
Learning Style ◽  
Training System ◽  
Multimedia Systems ◽  
Learning Theories ◽  
Laboratory Research ◽  
Future Research ◽  
Learning Style Inventory ◽  
User Learning

The study reported here investigates the influence of “interactivity” on the learning outcomes of users in a multimedia systems environment. Drawing from past literature base and based on key tenets of three learning theories, behaviorist, cognitivist and constructivist, the study first proposes a measurement scheme for “interactivity” and then hypothesizes that “interactivity” would influence the learning outcomes positively in terms of users’ learning achievement and attitude. Three prototypes of a multimedia instructional/training system to represent high, low, and non-interactive modes of use were developed and implemented, and the hypothesized influences were investigated using a controlled laboratory research design. Multiple analysis of variance (MANOVA) results indicate that while interactivity does not necessarily enable enhanced gain in user learning, it positively influences participants’ attitude. The study finds no support for hypothesized moderating effects of learning styles (measured using Kolb’s Learning Style Inventory scale) on the relationship between interactivity and user outcomes. The results of this study have important implications for both education and corporations’ training efforts and investments. The reasons for practical lack of influence of learning style are highlighted in some detail. Implications and future research directions are discussed.

scholarly journals The Learning Styles of Electrical Technology Students in Malaysia’s Northern Zone

2019 ◽  
Vol 8 (3S2) ◽  
pp. 832-836
Keyword(s):  
Learning Styles ◽  
Learning Outcomes ◽  
Learning Style ◽  
Learning Process ◽  
Survey Instrument ◽  
Teaching Approaches ◽  
Vocational College ◽  
Technology Students ◽  
Index Of Learning Styles ◽  
Northern Zone

This article presents the findings of a study analyzing the learning styles of students in electrical technology (ET) program in a Vocational College (VC) in Northern Zone, Malaysia. The study utilized the Felder-Silverman model and also the Index of Learning Styles (ILS) as a survey instrument. The sample consisted 57 students. The raw ILS responses were collected from the students. Data were analyzed descriptively and compared to both the ET students and to the similar studies done by other researchers. Results from the analysis revealed that the fourth-year students of this college are more visual (91%), active (86%), sensing (61%) and sequential (54%) learners. This study suggest that the college lecturers might align their teaching approaches, method and strategies with the dominant ET students learning style for each dimension in order to make the learning process more meaningful in terms of learning outcomes for learners and lecturers as well

scholarly journals Pengenalan Karakteristik Gaya Belajar Siswa Korong Sijangek Kenagarian Sungai Durian Kecamatan Patamuan Kabupaten Padang Pariaman

2020 ◽  
Vol 1 (2) ◽  
pp. 78-84
Author(s):  
Momon Dt. Tanamir ◽  
Nila Afryansih ◽  
Rozana Eka Putri ◽  
Revi Efendi ◽  
Mutia Ferina
Keyword(s):  
Learning Styles ◽  
Learning Outcomes ◽  
Learning Style ◽  
Learning Process ◽  
Visual Learning ◽  
Learning Activities ◽  
Independent Learning ◽  
Kinesthetic Sense ◽  
Methods Of Learning ◽  
Sense Of Touch

Student learning styles can be interpreted as the preferred way for students to carry out activities of thinking, processing and understanding information and knowledge in learning. In the process of learning activities, each student has a method or style of learning that is different so that the learning outcomes obtained is varies. In general, the learning styles commonly used by students in the learning process are a combination of visual learning styles (sense of sight), auditive (sense of hearing) and kinesthetic (sense of touch). The introduction of the characteristics of learning styles so that students can know and understand the characteristics of their learning styles, make adjustments to learning methods that are suitable for absorbing science and technology in the learning process in the classroom as well as independent learning outside and at home. Parents of students also need to be given an understanding of the characteristics of their child’s learning styles so they don't make mistakes in disciplining children in learning and better understanding of their children's potential. For example children with dominant kinesthetic learning styles usually cannot stand sitting too long to listen to the teacher's instruction so that they do other activities such as permission and disturb their friends because they can learn better when accompanied by physical activities, as well as with other learning style characters. The results of this activity are satisfying, visible students enthusiastic in identifying learning styles and understanding methods of learning that are suitable and their potential and for parents are also enthusiastic in this activity because they are given direction in understanding their child’s learning styles and potential.

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