scholarly journals AN INVESTIGATION ON THE LEARNING STYLES OF B.ED. TRAINEES

2021 ◽  
Vol 9 (06) ◽  
pp. 82-87
Author(s):  
Tasneem Kausar ◽  
◽  
Ignatius Topno ◽  
Keyword(s):  
Data Collection ◽  
Learning Styles ◽  
Learning Style ◽  
Course Delivery ◽  
Survey Method ◽  
Constructive Learning ◽  
Independent Variables ◽  
Significant Difference ◽  
Learning Styles Inventory ◽  
Gender Type

The present study is an attempt to find the preferred Learning Styles of B.Ed. Trainees and its effect on a set of independent variables based on Gender, Educational Qualifications, Type of Institutions and their Medium of Study. To achieve this aim, the researcher has adopted survey method. The tool used for the data collection was Learning Styles Inventory developed by Dr. Karuna Shankar Misra (2012). Tool was administered to 230 B.Ed. Trainees drawn randomly from three B.Ed. colleges of Patna.The findings indicated that Verbal Constructive Learning Style was found to be more prevalent Learning Style among B.Ed. Trainees. Furthermore, the results show that there is no significant difference between Learning Styles and its dimensions i.e.Enactive Reproducing, Enactive Constructive, Figural Reproducing, Figural Constructive, Verbal Reproducing and Verbal Constructive Learning Styles on the basis of their Gender, Type of Institutions and Medium of Study. Another major finding is that, there is a significant difference between Graduate and Post-Graduate B.Ed. Trainees in their Learning Styles and its dimensions i.e. Figural Reproducing and Figural Constructive Learning Styles. This information is quite useful to the teachers as by understanding the preference of the students for different Learning Styles would aid them in aligning the course delivery in conjunction with students preferred Learning Styles.

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 MATHEMATICS ANXIETY OF SECONDARY SCHOOL STUDENTS

2021 ◽  
Vol 9 (07) ◽  
pp. 484-489
Author(s):  
Varun Kumar ◽  
◽  
Nimisha Srivastava ◽  
Keyword(s):  
Standard Deviation ◽  
Data Collection ◽  
Secondary School ◽  
School Board ◽  
Mathematics Anxiety ◽  
Secondary School Students ◽  
Survey Method ◽  
School Students ◽  
Independent Variables ◽  
Significant Difference

The present investigation has been conducted to study the Mathematics Anxiety and its effect on a set of independent variables (gender,school board, fathers qualification, mothers qualification and with respect to their types of family). To achieve this aim the researcher has adopted survey method. The tool used for the data collection was Mathematics Anxiety Scale (MAS) developed by Dr. (Mrs.) Sadia Mahmood and Dr. (Mrs.) TahiraKhatoon.Tool was administered on 195 secondary school students drawn randomly from two schools of Patna. For the analysis of data, the investigator has used mean, standard deviation andt test. The results found that there is no significant difference in MathematicsAnxiety of students with respect to their gender, school board, fathers qualification and with respect to their types of family. Another major finding is that, students whose mothers qualification is above intermediate they are having high MathematicsAnxiety in comparison to those whose mothersqualification is intermediate and below intermediate.

scholarly journals The Effects of Culture on Learning Styles: The Sample of Ondokuz Mayıs University

2021 ◽  
Vol 6 (2) ◽  
pp. 54-69
Author(s):  
Fatih Diken ◽  
Nevin Ozdemir
Keyword(s):  
Graduate Students ◽  
Learning Styles ◽  
Learning Style ◽  
Cultural Dimensions ◽  
Experiential Learning Theory ◽  
Data Collection Tool ◽  
Learning Style Inventory ◽  
Concrete Experience ◽  
Significant Difference ◽  
Learning Styles Inventory

This study examines the effect of culture on learning styles. The study sample consisted of undergraduate and graduate students, most of whom are foreign nationals, studying in different departments of Ondokuz Mayıs University in Samsun, Turkey. Based on the experiential learning theory (ELT), Kolb's Learning Styles Inventory (KLSI) was used as a data collection tool to define individual learning styles. By examining previous studies such as the Global Leadership and Organizational Effectiveness (GLOBE), the study focused on categorizing cultural differences. 193 participants from 35 different nationalities were included in one of three cultural clusters (The Middle East, Africa, and Central Asia). In the first part of the study, the dominant learning styles of each cultural cluster were evaluated based on Kolb's traditional 4 learning styles (diverging, converging, assimilating, and accommodating) and the new 9 learning styles (experiencing, imagining, reflecting, analysing, thinking, deciding, acting, balancing) defined in KLSI 3.2 and KLSI 4. It was analysed whether there was a statistically significant difference in the dominant learning styles among the cultural clusters. The results of the analysis showed that there was no significant difference among the cultural clusters according to 4 learning style classifications, whereas there were significant differences among the cultural clusters according to Kolb’s 9 learning style classifications. In the second part of the study, it was evaluated whether there was a significant difference among the cultural clusters according to the modes of grasping experience – concrete experience (CE) and abstract conceptualization (AC) – and two dialectically related modes of transforming experience—reflective observation defined in the ELT model. Keywords: learning style, Kolb learning style inventory (KLSI), culture, cultural dimensions, cultural clusters, higher education

scholarly journals IDENTIFIKASI GAYA BELAJAR MAHASISWA

2016 ◽  
Vol 15 (1) ◽  
pp. 56
Author(s):  
Jeanete Ophilia Papilaya ◽  
Neleke Huliselan
Keyword(s):  
Learning Styles ◽  
Learning Style ◽  
Visual Learning ◽  
Sampling Technique ◽  
Simple Random Sampling ◽  
Survey Method ◽  
Guidance And Counseling ◽  
Auditory Learning ◽  
Study Population ◽  
Survey Results

The objective of this study was to identify learning styles of students. The approach used in this study is a quantitative approach with survey method. The variable in this study is a single variable , namely the identification of student learning styles. The study population is students of Guidance and Counseling FKIP Pattimura University totaling 388 people. Samples were used as samples in the amount of 10% of the population of 39 people. The sampling technique using Simple Random Sampling. Learning styles questionnaire prepared based on the opinion of De Poter & Hernacki is used as a data collection tool. Learning styles identified as visual learning style, auditorial learning style, and kinesthetic learning style. Data analysis techniques in this study is the descriptive statistical analysis methods. Based on the survey results revealed that students of guidance and counseling FKIP Pattimura University has a tendency to one learning style. Of the 39 students found that 6 students had a tendency visual learning style, 20 students have a tendency to auditory learning style, 1 student has a tendency kinestheticlearning style, and 12 students have a tendency to mix between learning styles and learning styles visual auditorylearning styles.

scholarly journals Tongue Twister, Students’ Pronunciation Ability, and Learning Styles

2017 ◽  
Author(s):  
Arab World English Journal ◽  
Fatchul Mu’in ◽  
Rosyi Amrina ◽  
Rizky Amelia
Keyword(s):  
Learning Styles ◽  
Learning Style ◽  
Learning Experience ◽  
Reflective Learning ◽  
Control Group ◽  
First Year ◽  
Significant Difference ◽  
English Major ◽  
Tongue Twister ◽  
Teaching Pronunciation

In EFL context, considering appropriate technique in teaching pronunciation is a pivotal issue since it could help students to learn how to pronounce English sounds easy. This study aimed to investigate the effect of tongue twister technique on pronunciation ability of students across different learning styles. This study involved 34 first-year English major students taking Intensive English course at Universitas Lambung Mangkurat, one of leading universities in Indonesia. The students in the experimental group were taught by using tongue twister, while those in the control group were taught by using repetition technique. The students were also grouped based on two types of learning styles, namely active and reflective learning styles referring to Felder and Silverman’s (1988) learning style model. The findings of the study showed that there was no significant difference in pronunciation ability between the groups. No significant difference was either found in pronunciation ability between students with active learning style and those with reflective learning style. In spite of the insignificant results, tongue twister is considered beneficial by the students as they perceived that practicing tongue twisters cultivated joyful learning and it helped them to improve their pronunciation, fluency, and motivation in learning English pronunciation. Tongue twister practice could complement the use of repetition technique to enhance students’ learning experience and learning outcome.

scholarly journals The Effect of Teaching Techniques and Learning Styles to Improve Students’ Speaking Skill

2018 ◽  
Vol 1 (2) ◽  
pp. 48-59
Author(s):  
Rani Dewi Yulyani
Keyword(s):  
Data Analysis ◽  
Learning Styles ◽  
Learning Style ◽  
Role Play ◽  
English Department ◽  
Teaching Techniques ◽  
Speaking Test ◽  
Significant Difference ◽  
Speaking Skill

This research aims, firstly, to analyze the significant effect of role-play and discussion techniques on the students’ speaking skill. Secondly, to analyze the significant difference of the students who are holistic learners with those who are sequential learners regarding their speaking skill. Thirdly, to discuss the interaction regarding the teaching techniques and learning style concerning the students’ speaking skill. The objects of the research were two classes of English department students, Universitas Pamulang (UNPAM). The instruments used were the speaking test and questionnaires. The method of the data analysis was quantitative using SPSS 20. The result of the research shows, firstly, there was a significant effect of the role-play technique and discussion on the students’ speaking skill. Secondly, there was no significant difference concerning the students who are holistic learners with those who are sequential learners, regarding the speaking skill. Thirdly, there was no interaction between teaching techniques and learning styles in relation with students’ speaking skill.

Changes in Learning-Style Preferences: A Reply to Ruble and Stout

1992 ◽  
Vol 70 (3_suppl) ◽  
pp. 1072-1074
Author(s):  
Marshall A. Geiger ◽  
Jeffrey K. Pinto
Keyword(s):  
Learning Styles ◽  
Learning Style ◽  
Learning Style Preferences ◽  
Learning Styles Inventory ◽  
Style Preferences ◽  
Over Time

This note is a reply to Ruble and Stout's 1992 critique of our 1991 study of changes in learning style over time. While some of their comments have merit, the remaining conclusions are that the dimension scores on the Learning Styles Inventory exhibit considerable stability over time and should be analyzed when assessing changes in learning style.

scholarly journals Komparasi Tingkat Hasil Belajar Berdasarkan Gaya Belajar Visual, Auditorial, dan Kinestetik

2021 ◽  
Vol 3 (1) ◽  
pp. 37-48
Author(s):  
Nastiti ◽  
Wahyu Rika Agustin
Keyword(s):  
Social Studies ◽  
Learning Styles ◽  
Learning Outcomes ◽  
Learning Style ◽  
Visual Learning ◽  
Sampling Technique ◽  
Significance Level ◽  
Ex Post ◽  
Significant Difference ◽  
Good Learning

The purpose of the study was to determine whether there was a difference between learning outcomes based on VAK learning styles (visual, auditory, kinesthetic) in Integrated Social Studies subjects for seventh grade students of SMP Negeri 1 Patianrowo. Researchers used a comparative quantitative approach with a comparative causal design or ex post facto. The population in the study were all students of class VII, amounting to 295 students and the sample was 59 students taken from class VII H and I. The sample was taken using simple random sampling technique. The study used a questionnaire and documentation as data collection instruments. While the data analysis technique used kruskal wallis. The results showed that good learning outcomes based on visual learning styles were 20%, low learning outcomes were 60%, and moderate learning outcomes were 20%. Furthermore, good learning outcomes based on auditory learning styles are 68%, low learning outcomes are 3%, and moderate learning outcomes are 29%. Finally, good kinesthetic learning outcomes are 22%, low learning outcomes are 73%, and low learning outcomes are 5%. Based on these results, it can be concluded that there is a significant difference in learning outcomes based on learning styles using the VAK learning style in Integrated Social Studies subjects class VII SMP Negeri 1 Patianrowo. This can be seen from the sig value. namely 0.000 <from the significance level of 5% (0.05).

The Canfield Learning Styles Inventory: An Assessment of Its Usefulness in Accounting Education Research

2001 ◽  
Vol 16 (3) ◽  
pp. 341-365 ◽  
Author(s):  
Barbara J. Eide ◽  
Marshall A. Geiger ◽  
Bill N. Schwartz
Keyword(s):  
Education Research ◽  
Learning Styles ◽  
Construct Validity ◽  
Learning Style ◽  
Internal Consistency ◽  
Critical Evaluation ◽  
Internal Consistency Reliability ◽  
Accounting Education ◽  
Learning Styles Inventory ◽  
Test Retest Reliability

Recent reviews of accounting education research have called for continued assessment of learning style inventories in accounting contexts (Geiger and Boyle 1992; Rebele et al. 1998). This study presents a critical evaluation of the psychometric properties of the Canfield Learning Styles Inventory (LSI), proposed by Francis et al. (1995) as an instrument for possible use by accounting educators. The study administered two versions (standard and scrambled) to 531 accounting majors from eight universities, applying a test-retest strategy after a 4–5 week interval. The versions were examined for internal consistency reliability, test-retest reliability, classification stability, and construct validity. We found moderate internal consistency (item analyses scores weaker than those reported by Canfield [1988]) and a substantial amount of learner-type classification instability across the two administrations. In terms of construct validity, two-factor solutions were not consistent with those reported by Canfield (1988). Further, three-factor solutions also were not consistent with Canfield's three learning domains. Therefore, along with limited theoretical support and the lack of empirical justification, we find little support for the use of the Canfield LSI in accounting education research.

scholarly journals Differences in medical student performance on examinations: exploring score variance between Kolb's Learning Style Inventory classifications

2020 ◽  
Vol 20 (1) ◽  
Author(s):  
Quentin J. Reynolds ◽  
Kurt O. Gilliland ◽  
Katie Smith ◽  
Joshua A. Walker ◽  
Gary L. Beck Dallaghan
Keyword(s):  
Medical Student ◽  
Experiential Learning ◽  
Learning Styles ◽  
Student Performance ◽  
Learning Style ◽  
Public University ◽  
National Board ◽  
Learning Style Inventory ◽  
Significant Difference ◽  
Medical Examiners

Abstract Background Kolb’s Cycle of Learning Theory acts as a foundational framework for the evolution of knowledge gained by learners throughout their education. Through Kolb’s cycle of experiential learning, one’s preferred way of learning could impact academic achievement in the pre-clinical years of medical education. Methods The medical student classes of 2020 and 2021 at a public university in the southeastern U.S. were invited to complete Kolb’s Learning Style Inventory (LSI). For those participants completing the LSI, examination results for their pre-clinical blocks were obtained and matched to the LSI results. Examination scores (locally-developed examinations and customized National Board of Medical Examiners (NBME) final examinations) were compared by LSI classification for each examination using Kruskal-Wallis Test. Results Out of 360 possible participants, 314 (87.2%) completed the Learning Style Inventory. Convergers and Assimilators made up 84.1% [Convergers (n = 177, 56.4%), Assimilators (n = 87, 27.7%)]. Accommodators (n = 25, 7.9%) and Divergers (n = 25, 7.9%) made up the remaining sample. Accomodators’ scores were significantly lower on locally-developed examinations in Principles of Medicine, Hematology, and Gastrointestinal System. The only NBME examination that demonstrated a significant difference across learning styles was from the Cardiovascular block. Conclusions Upon reviewing Kolb’s LSI, our study indicated that performance on the customized NBME examinations minimized the variance in performance compared to locally-developed examinations. The lack of variance across learning styles for all but one NBME final examination appears to provide a more equitable assessment strategy.

Sign in / Sign up

Export Citation Format

Share Document