scholarly journals An Investigation Of The Relationship Between Students’ Views On Homework And Their Learning Styles

2016 ◽  
Vol 12 (7) ◽  
pp. 47
Author(s):  
Ayten Iflazoglu Saban
Keyword(s):  
Academic Success ◽  
Learning Styles ◽  
Learning Style ◽  
Personal Information ◽  
Target Population ◽  
Grade Point ◽  
Significant Difference ◽  
The Difference ◽  
Learning Styles Inventory ◽  
The Relationship

The purpose of this study is to identify the relationship between students’ views on homework and their learning styles. The study follows a descriptive survey model. It is also an example of descriptive study in relational screening model. Target population is all first, second, third, and fourth year students who are enrolled in Çukurova University Primary School Classroom Teaching Department. The participants are 443 students who volunteered to fill in the data collection forms used in the study. Of the participants, 90 were first year, 103 were second year, 140 were third year, and 110 were fourth year students. 275 of the students participating in the study were female (62.1%) and 168 were male (37.9%). The data were collected through “Homework Attitudes Scale” developed by Gündüz (2005), Kolb’s Learning Styles Inventory (LSI) which was first examined for its applicability in Turkey by Aşkar and Akkoyunlu (1993), “Homework Purpose Scale”, “Homework Management Scale” and “Personal Information Form” developed by the researcher. No instruments were used to measure students’ academic success levels; their academic success was identified according to the overall mean score obtained from the scores they received from all lessons. Findings show that 141 students (31.8%) preferred assimilating learning style while 133 students (30%) preferred converging learning style. Dominant learning style was found to differ according to grade level and grade point average. The difference in terms of homework attitudes, homework purpose, and homework management scale mean scores was in favour of mostly students who have converging learning style. Besides, there was a significant difference in terms of doing homework on time in favour of students who have converging learning style, and there was a significant difference in terms of coming to class without homework in favour of students who have diverging learning style.

scholarly journals An Investigation Into Learners’ Autonomy At An Institution In Vietnam

2021 ◽  
Vol 04 (10) ◽  
Author(s):  
Pham Thu Trang ◽  
Keyword(s):  
Learning Styles ◽  
Learning Style ◽  
Mixed Method ◽  
Female Students ◽  
The Self ◽  
Mixed Method Research ◽  
Significant Difference ◽  
Medium Level ◽  
The Difference ◽  
The Relationship

The study employed a mixed method research design to investigate the self-perceived levels of learners’ autonomy at the institution where the researcher works. The study also explores the teachers’ support in fostering students’ autonomy. In addition, the study attempts to determine the relationship between genders, learning styles and the learners’ levels of autonomy. The main findings reveal that the level of learners’ autonomy where the study was conducted was at medium level (M = 2.66 out of 5.0 scale). In terms of the students’ perception of their teachers’ roles in fostering students’ autonomy, the finding of the current study reveals that it was quite supportive (M = 3.29 out of 5.0 scale). The finding also indicated that the difference in level of autonomy is not significant between male and female students (M = 2.667 for male compared with M = 2.668 for female students). Finally, the result showed that there a statistically significant difference in the levels of autonomy between students with different learning styles. To be specifically, the students who prefer kinesthetic learning style possess the highest level of autonomy (M = 2.75) compared with M = 2.60 and 2.59 for visual and individual learning style students. M=2.72; M=269 and M=2.62 are the level of autonomy for group, tactile and auditory students respectively.

scholarly journals Learning styles of millennial students at a pharmacy school in the Philippines

2020 ◽  
pp. 265-272
Author(s):  
Darwin I Carrido ◽  
Romeo-Luis F Ramirez
Keyword(s):  
Learning Styles ◽  
Learning Style ◽  
Online Survey ◽  
The Philippines ◽  
Pharmacy Students ◽  
Instructional Approaches ◽  
Millennial Students ◽  
Significant Difference ◽  
Quasi Experimental ◽  
The Relationship

Background: The millennial generation already composes the majority of populations across different pharmacy schools in the Philippines. The need to explore millennial students’ learning styles and its governing factors thereby become more valuable in changing and innovating instructional approaches, designs, and strategies used in their learning environment. Aims: This study aimed to generally describe the learning styles of the millennial pharmacy students from a college institution in the Philippines using the Vermunt’s Inventory of Learning Styles (ILS). Specifically, it aimed to determine the appropriate approaches in response to the students’ learning styles, and the relationship between and among the variables of the study. Method: A quasi- experimental research design was employed in this study using online survey as the method of data collection. Descriptive statistical analysis was employed to analyse the data using Microsoft Office Excel 2013 and IBM Statistical Package for Social Sciences Statistics. Pearson’s correlation coefficient investigated the relationship between and among the independent and dependent variables, while t-test and one-way ANOVA tested for significant difference among groups. Results: There were 124 out of 168 students who participated in the study making the overall response rate at ~74%. The most prevalent learning style among the millennial pharmacy students enrolled in De La Salle Medical and Health Sciences Institute, College of Pharmacy is application- directed (3.85±0.46), followed by reproduction-directed (3.81±0.45), undirected (3.73±0.49) and lastly meaning-directed (3.52±0.54). The students’ perceived grades were significantly reflected by their learning styles. Conclusion: Results of this study may be used in increased capitalising and development of the learning style profile of millennial pharmacy students to application-directed approaches. Instructional approaches, designs and strategies must cater to how students learn effectively and strategically, and consider all possible governing factors that affect learning styles of students.

scholarly journals Relationship between Learning Styles and Academic Performance among Virtual Nursing Students: A Cross-Sectional Study

2021 ◽  
Vol 2021 ◽  
pp. 1-6
Author(s):  
Noushin Kouhan ◽  
Maryam Janatolmakan ◽  
Mansour Rezaei ◽  
Alireza Khatony
Keyword(s):  
Academic Performance ◽  
Nursing Students ◽  
Learning Styles ◽  
Learning Style ◽  
Academic Failure ◽  
Cross Sectional Study ◽  
Sectional Study ◽  
Cross Sectional ◽  
Grade Point ◽  
The Relationship

Background. The lack of attention of nursing professors to students’ learning styles can cause academic failure. The results of studies on the relationship between students’ learning style and academic achievement are contradictory. Therefore, this study was designed to investigate the relationship between VARK learning styles and academic performance among virtual nursing students. Methods. In this cross-sectional study, 237 virtual nursing students were enrolled by the convenience sampling method. The VARK learning styles questionnaire was used for data collection. The basis for determining academic performance was the grade point average(s) (GPA) of the previous semester(s). Students were divided into two groups based on their GPA, including strong (GPA ≥15) and weak (GPA ≤14.99) groups. Results. In both strong and weak groups, most of the subjects were unimodal (with a frequency of 92.9% and 78.5%, respectively), and the rest were multimodal. The most common learning styles in strong and weak students were kinesthetic (57.1%) and auditory (37.2%), respectively. The results of chi-square test did not show statistically significant differences between learning styles and academic performance of strong and weak students. Conclusion. There was no significant relationship between the dominant learning styles and academic performance of strong and weak students. However, nursing professors need to adapt their teaching methods to the students’ learning styles. More studies are recommended to shed more light on this area of research.

scholarly journals Learning Styles And The Online Classroom: Implications For Business Students

2008 ◽  
Vol 5 (10) ◽  
Author(s):  
Michael Nastanski ◽  
Thomas Slick
Keyword(s):  
Distance Learning ◽  
Learning Styles ◽  
Learning Style ◽  
Course Design ◽  
Business Students ◽  
The United States ◽  
Grade Point ◽  
Significant Difference ◽  
Online Business ◽  
Learning Style Preference

This paper discusses the importance of student learning styles within a Distance Learning (DL) classroom. The study examines the learning style preferences of online business students as measured by the Kolb Learning Style Inventory and determines if a significant difference in course grades and course completion rates exist between students when they are sorted by learning style preference. Subjects in the study were 344 online business students from a southeastern university in the United States. Examination of the quantitative data indicated a significant difference existed for Diverger Style Preference learners compared to the Assimilator, Accommodator and Converger learning styles.  They had a lower Mean Grade Point (GP) earned.  The study revealed approximately one out of five (20%) of the respondents had a Diverger Learning Style Preference. Respondents with this learning style preference appear to be somewhat less likely to be successful in a distance learning environment. A Chi Square calculation showed no significant difference existed among learning styles for those dropping a course although one group (Accomodators) had approximately twice the drop rate of the others. This paper and corresponding study offers university administrators who seek to maintain quality instruction evidence and suggestions for addressing 20 percent of their online population who may be at risk of not obtaining content mastery.  This includes implications for DL course design and pedagogy.

Relationship of Microcomputer-Based Instruction and Learning Style

1985 ◽  
Vol 13 (4) ◽  
pp. 265-270 ◽  
Author(s):  
Carolena L. Smith
Keyword(s):  
Learning Style ◽  
Instructional Process ◽  
Field Independent ◽  
Significant Difference ◽  
Field Dependent ◽  
The Difference ◽  
Instruction And Learning ◽  
Based Instruction ◽  
Relationship Of ◽  
The Relationship

In this technological age, sight must not be lost in recognizing individual differences in applying technology to the instructional process. The purpose of this study was to investigate the relationship between achievement of field-dependent and field-independent students using microcomputer instruction. T-test was calculated on mean posttest scores to analyze the difference between the groups. There was a significant difference at the 0.5 level in testing the null hypothesis of no difference between the groups in this study.

scholarly journals The Relationship Between Leadership Orientations and Learning Styles of Nursing Students

2021 ◽  
Author(s):  
Simge Çoşkun ◽  
Sevda Arslan
Keyword(s):  
Nursing Students ◽  
Learning Styles ◽  
Personal Information ◽  
Pearson Correlation ◽  
Leadership Orientations ◽  
Correlational Research ◽  
Orientation Scale ◽  
Learning Styles Inventory ◽  
Nursing Department ◽  
The Relationship

Aim: This research was conducted to determine the relationship between leadership orientations and learning styles of nursing students. Method: The study was a descriptive, and correlational research. The data were obtained from 140 students in the nursing department of an university who were volunteered to participate in the study. Personal Information Form, Leadership Orientation Scale and Kolb’s Learning Styles Inventory were used to collect data. The data were analyzed using descriptive statistics involving numerical values, percentages, mean and standard deviation, and Pearson correlation tests. Results: The nursing students obtained the highest scores in the human resources leadership and the lowest scores in the political leadership domain. It was determined that most of the students had diverger (38.6%) and assimilator (26.4%) type learning styles. A positive, significant and moderate relationship between students’ leadership orientations and learning styles was determined (r> 0.30, p <0.01). Conclusion: Results indicate that in order to prepare nursing students as leaders of the future, during arrangement of nursing training programs all learning styles including the learning styles of students have to be taken into account.

scholarly journals The Effect of Learning Style on Students’ Learning Performance During the Covid-19 Pandemic

2021 ◽  
Vol 6 (1) ◽  
pp. 115-123
Author(s):  
Sri Wilda Albeta ◽  
Sri Haryati ◽  
Dedi Futra ◽  
Riri Aisyah ◽  
Anggi Desviana Siregar
Keyword(s):  
Online Learning ◽  
Learning Styles ◽  
Student Learning ◽  
Learning Style ◽  
Chemistry Education ◽  
Learning Performance ◽  
Education Students ◽  
Grade Point ◽  
Significant Difference ◽  
Research Students

The research aims to determine the effect of learning style on students’ performance through online learning during the Covid-19 pandemic. The subjects of study are 269 chemistry education students at three universities in Indonesia. The data collection of learning style uses a Likert scale questionnaire, and learning performance is obtained from students’ grade point average. In this research, students’ learning style was divided into visual, auditorial, and kinesthetic. Data were analyzed using descriptive statistics with linear regression and ANOVA tests. The learning styles positively affect student learning performance by 4.7%, while 95.3% of other factors are not examined in this study. The learning performance of students with auditory is higher than visual and kinesthetic learning styles. Based on the inferential analysis, there is no significant difference in student learning performance based on student learning styles. Therefore, students with different learning styles have the same learning performance in online learning.

scholarly journals The relationship between Personality Traits, Learning Styles and Academic Performance of E-Learners

Open Praxis ◽  
2018 ◽  
Vol 10 (3) ◽  
pp. 249 ◽  
Author(s):  
Nabia Luqman Siddiquei ◽  
Dr Ruhi Khalid
Keyword(s):  
Academic Performance ◽  
Learning Styles ◽  
Personality Traits ◽  
Learning Strategies ◽  
Learning Style ◽  
Big Five ◽  
Policy Makers ◽  
Grade Point ◽  
E Learning ◽  
The Relationship

The rapid growth of e-learning has greatly influenced the educational system across the globe. Personality traits and learning styles are both likely to play considerable roles in influencing academic achievement of e-learners. Based on this foundation, a study was designed that attempts to establish the missing links between personality traits, learning styles, and academic performance of students enrolled in various e-learning courses. University students (N=144) completed the Big Five Inventory (BFI), Index of Learning Style (ILS) and reported their grade point average (GPA). One of the Big Five traits i.e. extraversion was positively related with all four learning styles whereas neuroticism was negatively related with all four learning styles. It has also been revealed that GPA was positively correlated with three personality traits and was negatively correlated with neuroticism. Similarly GPA was positively correlated with three learning styles. Finally, there were no significant differences in learning styles and personality traits of e-learners in terms of gender. Implications of these results are expected to help academics, managers, and policy makers for implementation of future e-learning strategies in Pakistan.

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.

scholarly journals An ESL Online Classroom Experience in Oman during Covid-19

2020 ◽  
Author(s):  
Syerina Syahrin ◽  
Abdelrahman Abdalla Salih
Keyword(s):  
Online Learning ◽  
Learning Styles ◽  
Learning Style ◽  
Undergraduate Students ◽  
Learning Experience ◽  
Online Classroom ◽  
Learning Platform ◽  
E Learning ◽  
Learning Styles Inventory ◽  
The Relationship

This paper aimed to investigate the online learning experience of a group of ESL students at a higher learning institution in Oman during the Covid-19. The paper studied the interaction between the students’ preferred online learning style and the technologies the students experienced on the e-learning platform (Moodle) for the particular ESL course. The rationale for investigating the relationship between the students’ learning styles and the technologies the students experienced is to evaluate if the learning style and the technologies complement each other. It is also aimed to provide an evaluation of an ESL e-learning course by considering the different technologies that can be incorporated into the e-learning classroom to meet the different learning styles. Data was gathered from 32 undergraduate students by utilizing Kolb’s Learning Styles Inventory. The study included analysis of Moodle utilizing Warburton’s Technologies in Use (2007) to develop an understanding of the technologies the students experienced online. The results of the study revealed that the majority of the students’ preferred learning style is reflected in the technologies they experienced in the online classroom. As the relationship of the technology in use and the students learning style preference in the classroom complements each other, the study revealed that the emphasis of the particular skill-based pedagogy ESL classroom is on receptive skills (listening and reading). The lack of the students’ productive skills (speaking and writing) is a cause for concern to the ESL course instructors, policymakers, and the wider community.

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