scholarly journals The relationship between learning styles and students` chemistry achievement

2018 ◽  
Vol 37 (1) ◽  
pp. 79
Author(s):  
Stanislava Olić ◽  
Jasna Adamov
Keyword(s):  
Learning Styles ◽  
Learning Style ◽  
Chemistry Education ◽  
Second Grade ◽  
Chemistry Achievement ◽  
Learning Style Inventory ◽  
Second Grade Students ◽  
Oxidation Reduction ◽  
Chemical Content ◽  
The Relationship

This research aimed to determine the chemical content which is the most challenging for students, and also to study the differences in chemistry achievement among students who prefer different learning styles. The study was carried out on the sample of 265 second grade students (aged 15–16 years) from seven grammar schools in Vojvodina (Serbia). Two instruments were applied in the study to determine the learning styles: chemistry knowledge test and Learning Style Inventory (LSI version 3.1). According to the findings, students have difficulty learning the contents of the topics Chemical Equilibrium, Salt Hydrolysis and Oxidation-Reduction Reactions. The findings show that there is a significant relationship between achievements in chemistry and students’ learning styles. The findings obtained in this research represent a step towards improving chemistry education since they identified the topics that students find it the most difficult to learn.

scholarly journals The Relationship between Learning Style and Quantitative/Qualitative Information Recall Performance

2006 ◽  
Author(s):  
A.B.M. Abdullah ◽  
Jerry Ligon
Keyword(s):  
Learning Styles ◽  
Learning Style ◽  
Significant Relationship ◽  
Recall Performance ◽  
Quantitative Information ◽  
Qualitative Information ◽  
Information Recall ◽  
Learning Style Inventory ◽  
The Relationship ◽  
Learning Style Preference

This study examined the ability of individuals to recall qualitative or quantitative information contained in reading passages. The subjects’ scores on the Kolb Learning Style Inventory (KLSI) were analyzed to determine if an individual’s learning style preference affected his/her information recall performance. Demographic variables, including age, sex, grade level, employment status and length, and ethnicity were also included in the analysis. One-way ANOVA analysis was conducted to test two proposed hypotheses. Results indicated that there was significant relationship between individuals learning styles and their ability to recall qualitative information. However, for the quantitative information the results were inconclusive. Regression analysis also indicated that there was a significant relationship between the type of information recalled and recall performance. In addition to information type (qualitative/quantitative), the abstract-to-concrete AC-CE dimension score of the KLSI was also found to have significant impact on information recall performance.    

A STUDY OF THE STUDENTS’ LEARNING STYLE AT THE SECOND GRADE OF SMP PESANTREN GUPPI SAMATA

2020 ◽  
Vol 5 (1) ◽  
pp. 34-39
Author(s):  
Radhiyatul Jamilah ◽  
Ria Hajriah
Keyword(s):  
Learning Styles ◽  
Learning Style ◽  
Learning Strategy ◽  
Learning Activity ◽  
Second Grade ◽  
Left Brain ◽  
Second Grade Students ◽  
The Subject ◽  
Visual Learners ◽  
Auditory Learners

The research aimed to analyze students’ receptive learning style, processing learning style, and expressive learning style in the second-grade students of SMP PesantrenGuppiSamata.  The research was in qualitative method, it collects, analyzes, and interprets the phenomenon of learning style in the second-grade students’ of VII B class in SMP GuppiSamata as the subject of research. The data was collected using observation and interviews. The result of this research showed that each student is different based on how they receive, process, and express their information. There were 17 students in VII B class. For the receptive learning style, there were three visual learners, five auditory learners, six kinesthetic learners, and the other three students who used multiple learning styles. In processing learning style there were seven left-brain learners and ten mid-brain learners. In expressive learning style, there were two students used creatively as output area, nine students used writing as output area, one student used thinking as output area, two students used creative and thinking as output area, and two students can use multiple output area. The research helped the students to know and realize their own learning style, providing a contribution to the teacher to plan learning strategy and learning activity that will suit each learning style and to be a new reference andupdates the existing study.

Empirical Note on Creativity as a Covariate of Learning Style Preference

1991 ◽  
Vol 73 (1) ◽  
pp. 265-266 ◽  
Author(s):  
Edmund J. Boyle ◽  
Marshall A. Geiger ◽  
Jeffrey K. Pinto
Keyword(s):  
Problem Solving ◽  
Learning Styles ◽  
Learning Style ◽  
Learning Style Inventory ◽  
Covariate Effects ◽  
Empirical Note ◽  
The Relationship ◽  
Learning Style Preference

A great deal of research has examined students' preferred learning styles as measured by Kolb's 1985 Learning Style Inventory, but little effort has been made to test the covariate effects of other individual psychological facets, such as creativity, on preferred learning style. For a sample of 84 college undergraduates, the relationship between learning style and Raudsepp's problem-solving creativity scale was observed not to covary.

A comparison on the learning styles of chemistry students and chemistry education students in universities in Turkey

2020 ◽  
Vol 8 (4) ◽  
pp. 841-848
Author(s):  
Dilek Çelikler ◽  
Keyword(s):  
Learning Styles ◽  
Learning Style ◽  
Undergraduate Students ◽  
Chemistry Education ◽  
Study Group ◽  
Education Students ◽  
Entire Study ◽  
Chemistry Students ◽  
Learning Style Inventory ◽  
Geographical Regions

The aim of the study is to compare learning styles of students in the department of chemistry education in education faculties and learning styles of students in the department of chemistry in faculties of science or faculties of arts and sciences in Turkey. The study group of the study is comprised of 1291 undergraduate students in total from the chemistry departments in eight universities and from Chemistry Education departments in 5 universities located in different geographical regions in Turkey. Data was obtained using Kolb Learning Style Inventory. When the entire study group is considered, it is observed that chemistry undergraduate students have diverging learning style as the dominant and that the assimilating learning style as the second among their learning style preferences. It is concluded that chemistry students have assimilating learning style while chemistry education students have diverging learning style as the dominant one according to the departments.

scholarly journals The relationship between entrepreneurial experience and preferred learning styles

2020 ◽  
Vol 62 (7/8) ◽  
pp. 863-876
Author(s):  
Elma Van der Lingen ◽  
Bjørn Willy Åmo ◽  
Inger Beate Pettersen
Keyword(s):  
Learning Styles ◽  
Learning Style ◽  
Entrepreneurial Learning ◽  
Content Type ◽  
Entrepreneurial Experience ◽  
Learning Style Inventory ◽  
Research Fields ◽  
Instrument Measuring ◽  
The Relationship ◽  
Learning Style Preference

PurposeEntrepreneurship is a process of learning. The entrepreneurial learning process incorporates a cumulative series of multifaceted entrepreneurial experiences, which generally involve the development of new insights and behaviours. This study aimed to determine whether entrepreneurial experience has an influence on the preferred learning styles of students. The study also investigated the appropriateness of the Reduced Kolb Learning Style Inventory as a measuring instrument.Design/methodology/approachThe study was conducted on 586 male and 690 female students from South Africa (n = 1042) and Norway (n = 244). The Reduced Kolb Learning Style Inventory, making use of principal correspondence analysis, was used to determine the preferred learning styles, while the students' level of entrepreneurial experience was captured by items addressing prior entrepreneurial experience.FindingsThe analysis revealed a simpler measure of students' preferred learning styles, comprising a total of 12 items with three items per learning style. The study revealed that the preferred learning style was more important for students who had entrepreneurial experience than for those with less entrepreneurial experience. If students with entrepreneurial experience have stronger concerns for how they learn, it contributes to the understanding of the content of entrepreneurial learning.Originality/valueA modified Reduced Kolb Learning Style Inventory resulted in a concise instrument measuring students' preferred learning style in adherence to Kolb's work and evidenced its usefulness. This study contributes to a field that has been under-researched, related to the association between students' past and current entrepreneurial experience and their learning style preference, and aims to bridge the two research fields. This research explores these links and points to how these insights could inform entrepreneurship education.

HUBUNGAN GAYA BELAJAR SISWA TERHADAP ASPEK PENGETAHUAN SISWA PADA MATA PELAJARAN SISTEM KOMPUTER DI SMK IT RAHMATAN KARIMAH BENGKULU TENGAH

2020 ◽  
Vol 1 (01) ◽  
pp. 13-20
Author(s):  
Dian Saputra
Keyword(s):  
Learning Styles ◽  
Computer System ◽  
Learning Style ◽  
Descriptive Analysis ◽  
Visual Learning ◽  
Auditory Learning ◽  
Analysis Techniques ◽  
Post Test ◽  
The Subject ◽  
The Relationship

This study aims to find out the relationship between learning style and students’ knowledge aspect on Computer System Subject at SMK IT Rahmatan Karimah of  Central Bengkulu, the type of research is quantitative and the subject of research is grade X in SMK IT Rahmatan Karimah of  Central Bengkulu. Data collection techniques using observation, Questionnaire and documentation. Data analysis techniques used were Descriptive Analysis, and inferential Statistical Analysis. The results of visual learning style post-test were 11 people with a mean of 76.36, an auditory learning style of 8 people at a mean of 62.14, a kinesthetic learning style of 3 people at a mean of 50.33, apart from that (r x y = 2.35) and the magnitude of r is reflected in the table (r table = 0.4132). Then rxy > r table ie = 2.35> 0.4132. In other words, Ho is rejected and Ha is accepted. It has a significant relationship between the learning styles of students and students’ knowledge aspect on Computer System Subject of grade X TKJ in SMK IT Rahmatan Karimah of  Central Bengkulu

Comparison of Learning Styles between Physical Education and Dance Majors

1984 ◽  
Vol 58 (2) ◽  
pp. 583-588 ◽  
Author(s):  
Dorothy B. Zakrajsek ◽  
Rebecca L. Johnson ◽  
Diane B. Walker
Keyword(s):  
Physical Education ◽  
Learning Styles ◽  
Learning Style ◽  
T Test ◽  
Education Majors ◽  
Learning Style Inventory ◽  
Physical Education Majors

Learning styles of dance and physical education majors were described and compared. Subjects were 167 declared majors in 1982 from 9 universities (87 PE, 80 dance; 44 males, 115 females). Kolb's Learning Style Inventory which measures abstractness or concreteness and activity or reflectivity was given. By t test (.05) no significant differences in preferred learning style were found between majors or genders.

The Impact of Foreign Language Learning Style on Strategies Preferences in Art Colleges

2014 ◽  
Vol 971-973 ◽  
pp. 2677-2680
Author(s):  
Di Jiao
Keyword(s):  
Foreign Language ◽  
Learning Styles ◽  
Language Learning ◽  
Learning Strategies ◽  
Learning Style ◽  
Foreign Language Learning ◽  
English Learning ◽  
Factors Affecting ◽  
The Impact ◽  
The Relationship

Factors affecting students’ English learning performances are always debated among language researchers. This research is carried out in art colleges to figure out the students’ preferences in learning styles and learning strategies as well as the relationship between them. Questionnaires have been applied and data have been dealt with by SPSS. This research has shown that students in the art college tend to be visual and individual learners, and thus they prefer to adopt metacognitive, memory and affective strategies.

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