scholarly journals Peranan Faktor Demografik Dalam Hubungan Antara Motivasi, Gaya Pembelajaran, Disiplin Pembelajaran dan Pencapaian Akademik Pelajar

2018 ◽  
Vol 2 (1) ◽  
pp. 101
Author(s):  
Zamri Chik ◽  
Abdul Hakim Abdullah ◽  
Habsah Muda ◽  
Istikomah Istikomah
Keyword(s):  
Academic Achievement ◽  
Learning Styles ◽  
Learning Style ◽  
Fourth Graders ◽  
Islamic Education ◽  
Male And Female ◽  
Moderation Effect ◽  
Motivation And Learning ◽  
The Relationship ◽  
Female Marriage

Demographic factors are factors that determine the relationship between motivation, learning style and learning discipline on the academic achievement of Islamic education. Indeed, this study was carried out to determine the relationship between the motivation, learning style and learning discipline to the academic achievement of Islamic education. A total of 260 fourth graders become study samples. The study shows that male genitalia have a modest impression (moderator) that is significant in the relationship between motivation and academic achievement, but female females are not and the conclusion that females have a full moderation in this relationship. Both jantina (male and female) do not have a significant moderating impression in the relationship between motivation and learning discipline and the conclusion that jantina does not have a simple moderation effect in this relationship. Furthermore, the two jantinas (male and female) have a significant moderating impression in the relationship between learning styles and academic achievement and the conclusion is that Jantina has a partial mediation in this relationship. Whenever, female marriage is a significant moderator in the relationship between the discipline of learning and academic achievement, but male sex is not and the conclusion that the female has a full moderation in this relationship.

The Influence of Learning Styles and Motivation on Undergraduate Student Success in Mathematics

2021 ◽  
Vol 12 (3) ◽  
pp. 658-665
Author(s):  
Seuk Yen Phoong Et.al
Keyword(s):  
Correlation Analysis ◽  
Learning Styles ◽  
Student Success ◽  
Intrinsic Motivation ◽  
Learning Style ◽  
Extrinsic Motivation ◽  
Tertiary Education ◽  
Mathematics Students ◽  
Motivation And Learning ◽  
The Relationship

This study investigates the influence of motivation and learning styles on the achievement of tertiary education Mathematics' students. A randomly selected of 140 undergraduates students in an university have participated in this study. Students were asked to complete a questionnaire on the different aspects of the motivation (extrinsic motivation and intrinsic motivation) and learning styles (participation, collaboration, independence, and competition) towards their respective academic performance. Grasha's Model is applied in this research and there are six aspects of learning styles for this model. However, the learning style of avoidance and dependent are not suitable for university students. Therefore, only four aspects of learning styles are used. Correlation analysis is use to examine the relationship between the learning styles and motivation on students' achievement. The findings reveal that the extrinsic motivation of students exceeds intrinsic motivation. Also, learning styles, encompassing participation, collaboration, and independence significantly influence students' performance relative to the competition. The results also indicate that both motivation and learning styles are significantly different in the context of performance in Mathematics for the undergraduates.

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 Learning Styles and Academic Achievement among Form Three Living Integrated Skills Students

2021 ◽  
Vol 16 ◽  
pp. 1-13
Author(s):  
Mustafa Rehman Khan
Keyword(s):  
Academic Achievement ◽  
Learning Styles ◽  
Cognitive Ability ◽  
Survey Research ◽  
Learning Style ◽  
Classroom Environment ◽  
Instructional Delivery ◽  
Statistical Analyses ◽  
Future Studies ◽  
The Relationship

Learning styles indicate a students’ preference for learning methods and therefore are necessary information to guide teachers’ instruction. This study is aimed to determine the relationship between learning styles and academic achievement of Form Three students in their Living Integrated Skills subject. This study was participated by 372 respondents selected using purposive sampling from six secondary schools in Sabah, Malaysia. Data was collected using a research questionnaire in survey research and analyzed with IBM SPSS 23.0 using both descriptive and inferential statistical analyses. Findings of the study showed that pragmatist and theorist learning styles are the dominant learning styles while activist is the least preferred learning style. It was found that learning styles i.e. activist (t = -0.412; p = 0.681), reflective (t = -1.457; p = 0.146), theorist (t = 0.890; p = 0.374) and pragmatist (t = -0.537; p = 0.592) did not differ significantly based on gender but learning styles i.e activist (t = 7.412, p = 0.000), reflective (t = 9.461, p = 0.000), theorist (t = 9.080, p = 0.000) and pragmatist (t = 8.615, p = 0.000) was significantly different between high and low academic achievers. The higher achievers were pragmatic and activist while the lower achievers were reflective and theorists. This study also showed that learning styles i.e. activist (r = 0.395, p = 0.000), reflective (r = 0.476, p = 0.000), theorist (r = 0.492, p = 0.000) and pragmatist (r = 0.471, p = 0.000) were significantly correlated with academic achievement. Theorist learning style has the strongest correlation with academic achievement followed by reflective and pragmatist and the weakest learning style is activist. This study implied that other factors like a classroom environment, instructional delivery, and students’ self-efficacy should be investigated in future studies to explain the academic achievement of the students. This study supported the notion that learning styles are important to facilitate teachers in planning and implementing the lesson and for students to develop meta-cognitive ability to learn with the best style suited to them.

scholarly journals Factors Affecting the Academic Achievements among Dean’s Listers of Caraga State University

2014 ◽  
Vol 1 (1) ◽  
pp. 68-77
Author(s):  
Cristina Cubillas
Keyword(s):  
Academic Achievement ◽  
Learning Environment ◽  
Learning Styles ◽  
Learning Style ◽  
State University ◽  
Data Set ◽  
P Values ◽  
Factors Affecting ◽  
Study Habit ◽  
The Relationship

The study assessed the relationship between the factors affecting the academic achievement of the dean’s listers’ of Caraga State University. It involves the total population of the dean’s listers in the said university. The independent variables are those pre-determined factors’ affecting the academic achievement of the dean’s listers’ of Caraga State University and the dependent variable is the grades of the dean’s listers’. The result shows the low relationship between the pre-determined factors and the academic achievement evidenced by the values of the p-values which are greater than. In terms of the academic achievement of the dean’s listers’ their grades signify their excellence in their different chosen fields. With regards to the pre-determined factors, the factor that got the highest mean is the teachers’ competence with 3.7639 and the lowest one is the learning environment with 3.6690. The study habits’ got the second spot among the 4 factors followed by the learning styles. Based on Spearmen Correlation analysis in the data gathered, the results revealed that there is no significant relationship between the pre-determined factors and the academic achievement of the dean’s listers’ of Caraga State University. The p-values obtained are less than 0.05 for all the data set; which is accepting the null hypothesis. The results clearly depict that the students’ study habit, learning style teachers’ competence and the learning environment has no influence on the achievement reached by the dean’s listers’. On the other hand, it is still very important to make and to maintain these factors visible in the academic arena for better learning and for a better outcome. The absence of these factors might affect the performances of the students in Caraga State University.

scholarly journals LA MOTIVACIÓN Y EL ESTILO DE APRENDIZAJE REFLEXIVO- CRÍTICO EN LA UNIVERSIDAD NACIONAL DE INGENIERÍA MOTIVATION AND LEARNING STYLE REFLECTIVE-CRITICAL IN THE UNIVERSIDAD NACIONAL DE INGENIERÍA

2017 ◽  
Vol 24 (1) ◽  
pp. 53
Author(s):  
Romulo Romero Centeno
Keyword(s):  
College Students ◽  
Learning Styles ◽  
Intrinsic Motivation ◽  
Learning Style ◽  
Engineering Students ◽  
Reflective Learning ◽  
Medium Level ◽  
Motivation And Learning ◽  
The Relationship ◽  
Estudiantes Universitarios

La presente investigación tuvo como objetivo fundamental establecer el grado de relación existente entre la motivación intrínseca y el estilo de aprendizaje reflexivo-crítico en los estudiantes de la Universidad Nacional de Ingeniería (UNI), durante el año académico 2009 II. La muestra de estudio estuvo conformada por 371 universitarios, de sexo masculino y femenino, de condición económica media y medio baja, de condición académica regular, cuyas edades varían de 16 a 32 años, de las distintas facultades de la Universidad Nacional de Ingeniería. La muestra fue seleccionada en forma probabilística mediante el proceso del azar simple. El diseño de investigación adoptado fue el correlacional para establecer la relación entre la motivación intrínseca y estilo de aprendizaje reflexivo-crítico en los estudiantes de ingeniería. Para identificar el nivel de motivación intrínseca se utilizó el test de motivación intrínseca. El nivel de desarrollo del estilo de aprendizaje reflexivo-crítico fue medido por un cuestionario de estilos de aprendizaje reflexivo crítico. Los resultados muestran que (1) el nivel de la motivación intrínseca alcanzado por los estudiantes universitarios de la Universidad Nacional de Ingeniería se ubica en el nivel alto y medio. (2) El nivel de desarrollo del Estilo de aprendizaje reflexivo-crítico en los estudiantes de la Universidad de Ingeniería fue alto y medio; y (3) respecto a la correlación entre el nivel de motivación intrínseca y el nivel de desarrollo del estilo de aprendizaje reflexivo- crítico se encontró una relación significativa. Se concluye que, en la muestra estudiada, existen relaciones significativas entre la motivación intrínseca y el estilo de aprendizaje reflexivo-crítico en los estudiantes universitarios de la Universidad Nacional de Ingeniería. Palabras clave.- La motivación intrínseca - Estilo de aprendizaje reflexivo-Crítico - Estudiantes de la Universidad Nacional de Ingeniería. ABSTRACTThis investigation had as a fundamental aim to establish the relationship between the intrinsic motivation and the learning style reflective-critical of the students from the Universidad Nacional de Ingeniería during the academic year 2009 II. The study sample was consisted of 371 college students, male and female, economically disadvantaged middle and lower middle regular academic status whose ages range from 16 to 32 years, and also students from the different faculties of the Universidad Nacional de Ingeniería. The sample was selected in a probabilistic way by simple random process. The research design adopted was the correlation to establish the relationship between intrinsic motivation and learning style reflective-critical engineering students. The intrinsic motivation test was used to identify the level of the intrinsic motivation of the students while the level of development of the style-critical reflective learning was measured by a questionnaire of critical reflective learning styles. The results show that (1) the level of intrinsic motivation achieved by university students of different faculties of the Universidad Nacional de Ingeniería is located in the high and medium level. (2) The level of development of reflective learning style-critical students of different faculties of the University of Engineering was high and medium, and (3) regarding the correlation between the level of intrinsic motivation and level of development learning style-critical reflective found a significant relationship. So we may conclude in this study sample that there are significant relationships between the intrinsic motivation and the learning style, critical reflective college students at the Universidad Nacional de Ingeniería. Keywords.- Intrinsic motivation - Learning style-critical and thoughtful students of the Universidad Nacional de Ingeniería.

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

The relationship between extracurricular music activity participation and music and Chinese language academic achievements of primary school students in China

2021 ◽  
pp. 030573562110276
Author(s):  
Hui Guo ◽  
Wen Yuan ◽  
C Victor Fung ◽  
Fumei Chen ◽  
Yanfang Li
Keyword(s):  
Academic Achievement ◽  
Primary School ◽  
Fourth Graders ◽  
Chinese Language ◽  
Activity Participation ◽  
Primary School Students ◽  
School Students ◽  
Family Socioeconomic Status ◽  
Academic Achievements ◽  
The Relationship

In this study, we explored the relationship between extracurricular (formal and informal) music activity participation and music and Chinese language academic achievements of primary school students in China. Fourth graders ( N = 10,958) reported their demographic information and extracurricular music activity participation, and completed two standardized academic achievement tests, one on music and another on the Chinese language. Results showed that students’ music activity participation was related to higher music academic achievement after controlling for gender, school location, and family socioeconomic status. The effect of students’ informal music activity participation on their music academic achievements was greater than that of students’ formal music activity participation. Remarkably, students’ informal music activity participation was also positively related to their Chinese language academic achievement, while formal music activity participation showed a negative correlation with academic achievement in Chinese language. Findings contributed to an increased understanding of the influence of different kinds of extracurricular music activities on students’ academic developments.

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.

scholarly journals Cognitive Learning Styles Used by Male and Female Students in Grade 10 of Natural Science of “X” School in Surabaya

K ta Kita ◽  
2019 ◽  
Vol 7 (1) ◽  
pp. 64-70
Author(s):  
Febe Widarma
Keyword(s):  
Mixed Methods ◽  
Learning Styles ◽  
Key Words ◽  
Learning Style ◽  
Natural Science ◽  
Cognitive Learning ◽  
Female Students ◽  
Male Students ◽  
Science Class ◽  
Male And Female

This study identifed male and female’s cognitive learning styles and found out the differences and similarities the cognitive learning styles between male and female students in grade 10 of “X”school in Surabaya. There were twenty six students in Natural Science class (X-IPA1). The main theory for this study is from Ehrman (1996) about Cognitive Learning Styles. The method was mixed-methods. The researcher distributed questionnaires adapted from Ehrman and Leaver (2002b) ind interview to the students in order to know their cognitive learning styles. The findings showed that male students were concrete and female students were analog learners. Additionally, the finding also showed that the male and female students had five similarities and five differences. English teachers will be easier to conduct classroom activites based on the findings of male and female students’ cognitive learning styles. Key words: Cognitive learning styles, learning style, gender

Sign in / Sign up

Export Citation Format

Share Document