scholarly journals LEARNING-STYLE BASED ACTIVITIES IN BOOSTING UNDERGRADUATE STUDENTS’ TRANSLATION SKILLS: AGRARIAN SPHERE TRANSLATORS’ TRAINING

2019 ◽  
Vol 7 (1) ◽  
pp. 105
Author(s):  
Oleksandr Volodymyrovych Malykhin ◽  
Nataliia Oleksandrivna Aristova
Keyword(s):  
Learning Styles ◽  
Learning Style ◽  
Empirical Research ◽  
Undergraduate Students ◽  
Empirical Data ◽  
Environmental Sciences ◽  
Teaching Materials ◽  
National University

The paper is aimed at presenting theoretical and empirical research on developing learning-style based activities for boosting the translation skills of BA students majoring in English-to-Ukrainian agrarian sphere translation. The participants of the research are 60 BA students taking English-to-Ukrainian agrarian sphere translation at National University of Life and Environmental Sciences of Ukraine. To collect empirical data we used the modality questionnaire developed by O’Brien (1990). The novelty of the study is in combining theoretical and empirical research concerning the learning styles of BA students majoring in English-to-Ukrainian agrarian sphere translation, developing learning-style based activities aimed at boosting students’ translation skills and implementing developed learning-style based activities into the “The Theoretical and Practical Course of English-to-Ukrainian Agrarian Sphere Translation”. Learning-style based activities presented in this study might contribute greatly to the development of teaching materials aimed at boosting translation skills of students who major in agrarian sphere translation.

Integration of S-P Chart and OT for Cognition Diagnosis on Fundamental Mathematics

2012 ◽  
Vol 468-471 ◽  
pp. 1970-1973
Author(s):  
Chin Chun Che ◽  
Yuan Horng Lin ◽  
Jeng Ming Yih ◽  
Yen Kuei Yu
Keyword(s):  
Learning Styles ◽  
Learning Style ◽  
Empirical Data ◽  
Mathematics Learning ◽  
Teaching Materials ◽  
Integrated Method ◽  
Remedial Teaching ◽  
Student Problem

The purpose of this study was to cooperate student-problem chart (S-P Chart) and ordering theory (OT) as an integrated method of cognition diagnosis. S-P chart was used to classify students into proper learning styles, In order to use OT to determine existing hierarchies among items with specifically learning style. Furthermore, an empirical data of capacity concepts testing for fundamental mathematics learning was analyzed based on the integrated method. The results showed that cognition diagnosis would be feasible for remedial teaching and design of teaching materials.

THE EFFECT BETWEEN COOPERATIVE LERANING AND LEARNING STYLE OF THE GERMANY WRITTING OUTCOM

Jurnal KATA ◽  
2017 ◽  
Vol 1 (2) ◽  
pp. 172
Author(s):  
Fauzan Adhima
Keyword(s):  
Data Analysis ◽  
Cooperative Learning ◽  
Learning Styles ◽  
Factorial Design ◽  
Learning Style ◽  
Interaction Effect ◽  
Empirical Data ◽  
Visual Learning ◽  
Design Data ◽  
Auditory Learning

<p><em>The aim of the study is to reveal the empirical data about the effect of cooperative learning and learning styles on the outcome of germany writting of SMA Negeri 42 Jakarta. The methodology used is the experimental method with a 2x2 factorial design. Data analysis performed by using two way variance analysis. The findings of the study demonstrated: 1)   The teaching cooperative leraning type STAD was higher than students who take cooperative leraning type Pair Cheks teaching. 2) The visual learning style was higher than students who have auditory learning style. 3) The students who take the teaching  cooperative leraning type Pair Cheks and have a visual learning style higher than students who take cooperative leraning type STAD and have a visual learning style . 4) The cooperative leraning type STAD and auditory learning style is higher than  cooperative leraning type Pair Cheks and have auditory learning styles. 5) The teaching cooperative leraning type STAD and have a auditory learning style was higher than the teaching cooperative leraning type STAD and have visual learning styles. 6) The cooperative leraning type Pair Cheks and have a visual learning style is higher than cooperative leraning type Pair Cheks and have auditory learning styles. 7) There is an interaction effect between  cooperative leraning  and learning style of the germany writting outcome.</em></p><p><em><br /></em></p><p> </p><p>Tujuan dari penelitian ini adalah untuk mengetahui pengaruh pembelajaran kooperatif (tipe STAD dan tipe <em>Pair Cheks</em>) dan gaya belajar (visual dan auditori) terhadap keterampilan menulis bahasa Jerman Siswa SMA N 42 Jakarta. Penelitian ini merupakan penelitian kuantitatif dengan metode eksperimen menggunakan desain faktorial 2 X 2. Pengukuran keterampilan menulis bahasa Jerman menggunakan tes tulis sedangkan gaya belajar menggunakan kuesioner. Teknik analisis data dalam penelitian ini adalah teknkik analisis variansi (ANAVA) 2 jalur dan dilanjutkan dengan uji Tuckey untuk melihat interaksi antar kelompok.  Hasil penelitian menunjukan bahwa: (1) keterampilan menulis tipe STAD lebih baik dari pada tipe <em>Pair Cheks</em>, (2) gaya belajar visual lebih baik dari auditori, (3) gaya belajar auditori lebih baik menggunakan pembelajaran kooperatif tipe STAD dari pada tipe <em>Pair Cheks</em>, (4) keterampilan menulis bahasa Jerman kelompok siswa yang memiliki gaya belajar visual lebih baik menggunakan pembelajaran kooperatif tipe <em>Pair Cheks</em> dari pada tipe STAD, (5) Belajar dengan pembelajaran kooperatif tipe STAD lebih baik diterapkan pada siswa yang memiliki gaya belajar auditori dari pada gaya belajar visual, (6) belajar dengan pembelajaran kooperatif tipe <em>Pair Cheks</em> lebih baik diterapkan pada siswa yang memiliki gaya belajar visual dari pada auditori, dan (7) terdapat pengaruh interaksi antara pembelajaran kooperatif dan gaya belajar terhadap keterampilan menulis bahasa Jerman.</p><p>Tujuan dari penelitian ini adalah untuk mengetahui pengaruh pembelajaran kooperatif (tipe STAD dan tipe <em>Pair Cheks</em>) dan gaya belajar (visual dan auditori) terhadap keterampilan menulis bahasa Jerman Siswa SMA N 42 Jakarta. Penelitian ini merupakan penelitian kuantitatif dengan metode eksperimen menggunakan desain faktorial 2 X 2. Pengukuran keterampilan menulis bahasa Jerman menggunakan tes tulis sedangkan gaya belajar menggunakan kuesioner. Teknik analisis data dalam penelitian ini adalah teknkik analisis variansi (ANAVA) 2 jalur dan dilanjutkan dengan uji Tuckey untuk melihat interaksi antar kelompok.  Hasil penelitian menunjukan bahwa: (1) keterampilan menulis tipe STAD lebih baik dari pada tipe <em>Pair Cheks</em>, (2) gaya belajar visual lebih baik dari auditori, (3) gaya belajar auditori lebih baik menggunakan pembelajaran kooperatif tipe STAD dari pada tipe <em>Pair Cheks</em>, (4) keterampilan menulis bahasa Jerman kelompok siswa yang memiliki gaya belajar visual lebih baik menggunakan pembelajaran kooperatif tipe <em>Pair Cheks</em> dari pada tipe STAD, (5) Belajar dengan pembelajaran kooperatif tipe STAD lebih baik diterapkan pada siswa yang memiliki gaya belajar auditori dari pada gaya belajar visual, (6) belajar dengan pembelajaran kooperatif tipe <em>Pair Cheks</em> lebih baik diterapkan pada siswa yang memiliki gaya belajar visual dari pada auditori, dan (7) terdapat pengaruh interaksi antara pembelajaran kooperatif dan gaya belajar terhadap keterampilan menulis bahasa Jerman.</p>

scholarly journals EFL Learning Styles Used by Female Undergraduate Students and Its Relationship to Achievement Level

2018 ◽  
Vol 8 (4) ◽  
pp. 30
Author(s):  
Wafa Ismail Saud
Keyword(s):  
Learning Styles ◽  
Learning Style ◽  
Undergraduate Students ◽  
Group Learning ◽  
Achievement Test ◽  
Achievement Level ◽  
Saudi Students ◽  
English Achievement ◽  
Visual Learners ◽  
Perceptual Learning Styles

The aim of the study was to investigate the preferred learning styles of undergraduate Saudi students at King Khalid University, Saudi Arabia and to examine the influence of achievement level on the choice of learning styles. A total of 110 undergraduate students participated in the study. They were in their third year of study and were majoring in English. Data was collected by means of a questionnaire and by an English achievement test. Reid&rsquo;s (1987) questionnaire was used to determine the students&rsquo; preferred learning styles. It identifies six learning styles referred to as perceptual learning styles; they are visual learners, auditory learners, kinesthetic learners, tactile learners, group learners and individual learners. An English achievement test was conducted to classify students according to their academic grade. The results showed the preferred learning styles used by undergraduate Saudi students at KKU. The order of the preferred learning styles based on sensory channels was as follows: visual, tactile, kinesthetic and finally the least frequent one was auditory, furthermore, the results revealed that students prefer individual learning more than group learning. Besides that, the findings also indicated that there was no statistically significant relationship between the learning styles and achievement level except with the group learning style which was used by students who got grade Excellent or Very Good. The study concluded by providing some possible implications of the study for English teachers.

Survey of Students' Perception and the Influence of Learning Style Preferences on Learner's Intention to Use 3D Visualization Instruction

2016 ◽  
pp. 297-316
Author(s):  
Yu-Hsin Hung ◽  
Ray I. Chang ◽  
Chun Fu Lin
Keyword(s):  
Learning Styles ◽  
Learning Style ◽  
Undergraduate Students ◽  
Teaching And Learning ◽  
3D Visualization ◽  
Intention To Use ◽  
Learning Style Preferences ◽  
Computer Science Pedagogy ◽  
Style Preferences ◽  
3D Representations

3D visualization specifically has been widely applied in a broad range of fields, including computer science, pedagogy, and so forth. 3D visualization instruction has become the essential tool that uses computer programs to generate 3D representations of manmade objects. For users, 3D visualization instruction can be manipulated, altered and efficiently communicated to others, and it is efficient for teaching and learning. The aim of this study is investigating students' perception toward 3D visualization instruction, and the influence of learning-style preferences on learners' intentions to use 3D visualization instruction. We are trying to develop the experiment which undergraduate students participated in this study, the purpose of which was to investigate the utilize 3D visualization instruction access to the single learning style and multiple learning styles. Data mining technology was employed in this study to identify multiple learning styles. The result showed that high visual and high sensing learning style has potential of using 3D visualization instruction.

The use of the learning styles questionnaire (LSQ) in the United Arab Emirates

2016 ◽  
Vol 24 (4) ◽  
pp. 490-506 ◽  
Author(s):  
Darwish Abdulrahman Yousef
Keyword(s):  
Higher Education ◽  
Learning Styles ◽  
Learning Style ◽  
United Arab Emirates ◽  
Undergraduate Students ◽  
Self Report ◽  
Content Type ◽  
Academic Characteristics ◽  
Learning Style Preferences ◽  
Style Preferences

Purpose The purpose of this study is to examine the use of Honey and Mumford’s (1986) learning styles questionnaire (LSQ) in the context of United Arab Emirates (UAE) higher education. In particular, it aims at exploring the learning style preferences of United Arab Emirates University (UAEU) students using LSQ. It also investigates whether there are statistically significant differences in students’ learning style preferences because of their demographic and academic characteristics. Design/methodology/approach Data were collected from a sample of 1,463 undergraduate students at the UAEU. Descriptive and inferential statistics were used to present the main characteristics of respondents, to explore the learning style preferences of UAEU students and to find out whether there are significant differences in students’ learning style preferences because of their demographic and academic characteristics. Findings Results indicated that UAEU students have strong preferences for the four learning styles. Results showed that about 68 per cent of UAEU students have strong or very strong preferences for the activist leaning style, whereas about 84 per cent have strong or very strong preferences for the reflector learning style, 78 per cent have strong or very strong preferences for the theorist learning style; about 60 per cent have strong or very strong preferences for the pragmatist learning style. Furthermore, there were statistically significant differences in certain learning styles because of students’ demographic and academic characteristics. Research limitations/implications There are a number of limitations associated with this study. First, data were collected from a single university in the UAE. Second, the results are based on a self-report survey and this in turn might affect the reliability of the results. Another limitation is that this study is of snapshot type. Hence, it might not capture the dynamic nature of learning style. On the other hand, it has a number of implications for students, educators and administrators. Originality/value The present study is the first attempt to explore learning styles preference of undergraduate students using LSQ, not only in the content of UAE higher education but also in the Arab world.

Exploring the reliability and validity of the learning styles questionnaire (LSQ) in an Arab setting

2019 ◽  
Vol 27 (4) ◽  
pp. 446-464
Author(s):  
D.A. Yousef
Keyword(s):  
Learning Styles ◽  
Learning Style ◽  
United Arab Emirates ◽  
Undergraduate Students ◽  
Item Analysis ◽  
Reliability And Validity ◽  
Educational Settings ◽  
Content Type ◽  
Short Period ◽  
Two Samples

Purpose This study aims to examine the reliability and validity of the learning style construct conceptualized by Honey and Mumford (1986) in educational settings in the United Arab Emirates. Design/methodology/approach Two independent samples from the UAE were used: one comprised 1,463 undergraduate students at the UAE University, and the other comprised 152 undergraduate students at the American University of Ras Al Khaimah. The data were analyzed using Cronbach’s alpha, inter-correlations and confirmatory factor analysis (CFA). Findings Measured by alpha coefficients, the outcomes suggest that the learning styles questionnaire (LSQ) had moderate internal consistency in both samples. The inter-correlations reveal positive (weak to modest) correlations among the four learning styles for both samples, implying a lack of support for the two bipolar dimensions proposed by Kolb. CFA failed to support the four learning styles described by Honey and Mumford. Research limitations/implications This study used only two samples to test the reliability and validity of the instrument. Second, other statistical tools (e.g. test-retest, item analysis) usually used to determine the reliability and validity of instruments were not used. Furthermore, the study was conducted over a short period; nonetheless, it has various implications for researchers, educators and managers. Originality/value This investigation represents the first attempt to assess the LSQ’s reliability and validity in educational settings in the UAE. The findings contribute to the study of learning styles and instruments testing.

scholarly journals Učni stili in preference za opravljanje bodočega poklicnega dela študentov in študentk dodiplomskega študija kineziologije

2020 ◽  
Vol 13 (Spec. Iss.) ◽  
pp. 81-104
Author(s):  
Matej Plevnik ◽  
Katarina Babnik
Keyword(s):  
Learning Styles ◽  
Learning Style ◽  
Approaches To Teaching ◽  
Professional Work ◽  
Teaching Materials ◽  
Alternative Responses ◽  
Study Process

Learning styles and preferences for future professional work among undergraduate kinesiology students. We presented the results of a study in which 107 students of kinesiology participated. Using the Felder-Silverman and Questionnaire, we noted their learning styles and their preferences for work after graduation. We found that objective conclusions about preferential learning styles cannot be reached, because of the identified limitations of the four scales of the questionnaire. Therefore, we presented the proportion of choices between alternative responses that characterize each learning style and the proportion of preferred approaches to teaching within the study process and forms of teaching materials.

scholarly journals Learning styles preferences among graduate and undergraduate pharmacy students in Pakistan: Does it matter?

2021 ◽  
pp. 397-402
Author(s):  
Madeeha Malik ◽  
Mahjabeen Ahmad ◽  
Azhar Hussain
Keyword(s):  
Graduate Students ◽  
Learning Styles ◽  
Learning Style ◽  
Undergraduate Students ◽  
Sampling Technique ◽  
Pharmacy Students ◽  
Cross Sectional ◽  
Validated Questionnaire ◽  
Aural Learning ◽  
Common Learning

Introduction: The quality of student learning depends on the approaches that are used for learning. An association exists between different learning methodologies and learning outcomes. Objective: The present study was designed to assess preferences for different learning styles among pharmacy students in Islamabad, Pakistan. Method: A descriptive cross-sectional study design was used. A self-administered pre-validated questionnaire VARK version 8.0 was distributed to 387 undergraduate students from both public and private pharmacy schools located in Islamabad and 100 graduate students selected from public sector pharmacy schools using the convenience sampling technique. After data collection, it was cleaned, coded, and analysed using SPSS version 21. Results: The results of the present study showed that the most common learning style among graduate students was Aural (Total Score = 492), followed by kinesthetic (Total Score = 467), read/write (Total Score = 351), and visual (Total Score = 290). On the other hand, the most common learning style among undergraduate students was Aural (Total score = 1926), followed by kinesthetic (Total score = 1859), read/write (Total score = 1241), and visual (Total score = 1166). Conclusion: The result of the present study concluded aural as the most preferred learning style followed by kinesthetic among both undergraduate and graduate pharmacy students. Graduate female pharmacy students showed more preference towards kinesthetic learning style as compared to graduate male students who showed more preference towards aural learning modality. However, both undergraduate and graduate male and female students preferred aural learning style. Identifying the learning style at the start of pharmacy degree can help mentors to assess the appropriate field for them after graduation. Moreover, information regarding such styles would be helpful for stakeholders to devise effective strategies for teaching and introduce changes accordingly into the curriculum.

scholarly journals Assessment of learning styles of undergraduate medical students using the VARK questionnaire and the influence of sex and academic performance

2014 ◽  
Vol 38 (3) ◽  
pp. 216-220 ◽  
Author(s):  
Rathnakar P. Urval ◽  
Ashwin Kamath ◽  
Sheetal Ullal ◽  
Ashok K. Shenoy ◽  
Nandita Shenoy ◽  
...  
Keyword(s):  
Academic Performance ◽  
Learning Styles ◽  
Learning Style ◽  
Undergraduate Students ◽  
Medical Training ◽  
Demographic Data ◽  
Sensory Modality ◽  
Learning Preferences ◽  
Undergraduate Medical Students ◽  
Style Preferences

While there are several tools to study learning styles of students, the visual-aural-read/write-kinesthetic (VARK) questionnaire is a simple, freely available, easy to administer tool that encourages students to describe their behavior in a manner they can identify with and accept. The aim is to understand the preferred sensory modality (or modalities) of students for learning. Teachers can use this knowledge to facilitate student learning. Moreover, students themselves can use this knowledge to change their learning habits. Five hundred undergraduate students belonging to two consecutive batches in their second year of undergraduate medical training were invited to participate in the exercise. Consenting students (415 students, 83%) were administered a printed form of version 7.0 of the VARK questionnaire. Besides the questionnaire, we also collected demographic data, academic performance data (marks obtained in 10th and 12th grades and last university examination), and self-perceived learning style preferences. The majority of students in our study had multiple learning preferences (68.7%). The predominant sensory modality of learning was aural (45.5%) and kinesthetic (33.1%). The learning style preference was not influenced by either sex or previous academic performance. Although we use a combination of teaching methods, there has not been an active effort to determine whether these adequately address the different types of learners. We hope these data will help us better our course contents and make learning a more fruitful experience.

scholarly journals Learning Style Preferences among College Students

2018 ◽  
Vol 11 (10) ◽  
pp. 50 ◽  
Author(s):  
Lamya Alkooheji ◽  
Abdulghani Al-Hattami
Keyword(s):  
Learning Styles ◽  
Learning Style ◽  
Undergraduate Students ◽  
Visual Learning ◽  
Learning Style Preferences ◽  
Moderate Difference ◽  
And Gender ◽  
Style Preferences ◽  
University Of Bahrain ◽  
The University

The purpose of this study was to determine what factors other than individual preferences affect undergraduate students&rsquo; learning style preferences, if learning style is influenced by gender, age, college affiliation and/or type of activities. A total of 185 students from the University of Bahrain, Bahrain, participated in an online VARK (Visual, Aural, Read/Write and Kinesthetic) for younger people questionnaire. The questionnaire consisted of 16 items about learning style preferences and three about participants&rsquo; demographics. The results showed that participants generally preferred multi-modular learning style with both kinesthetic and visual learning styling being most preferred while Reading/Writing was the least preferred. Furthermore, there were statistically significant differences between students learning styles based on age and gender, but it was a moderate difference. What mostly affected the preferences, however, was the type of activities or tasks, something which in turn resulted in some difference among colleges. This suggests that VARK preferences need to be related to activity type rather than be observed at individual reference. Recommendations were provided at the end of the study.

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