Learning Style Preference: Results of Repetitive Cross-Sectional Surveys in an Higher Education Institution

Using the theoretical framework of the Felder-Silverman Learning Styles Model, this study aims to understand the learning styles of middle school students entering the university to promote teaching innovation and improve the quality of the learning experience. A quantitative research method was applied through repeated cross-sectional surveys for 3 years among 2,325 students. Systematic analysis is applied to investigate respondent learning styles. Data analysis showed a significant difference in terms of the sex of students, while in terms of graduation years, the proportion of sequential students showed a significant increase from 2014 to 2016; this might imply that students from scientific or analytic backgrounds increasingly choose management schools. As expected, management students are active in character, except in accounting programs, where sensing learners are dominant. Innovative, active and visual-based learning is also preferred. Through the findings of this study, we conclude that interest in studies is related to the learning dimensions. The teaching style must follow the characteristics of the learning dimensions to provide an optimal learning experience. Here, it is important to implement an innovation-based learning process in higher education institutions.

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Tongue Twister, Students’ Pronunciation Ability, and Learning Styles

10.31235/osf.io/fce2r ◽

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.

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A Study on Learning Style of Higher Secondary School Students

Shanlax International Journal of Education ◽

10.34293/education.v9i1.3389 ◽

2020 ◽

Vol 9 (1) ◽

pp. 163-168

Author(s):

R Udhaya Mohan Babu ◽

G Kalaiyarasan

Keyword(s):

Secondary School ◽

Learning Styles ◽

Learning Style ◽

Behavioral Change ◽

Secondary School Students ◽

Home Schooling ◽

Vital Role ◽

School Students ◽

Significant Difference ◽

Best Fit

The author has investigated the learning style of the students and behavioral change in the learner and also when they note the persistence of this change. Learning happens in stages, and at each stage, students learn in different ways. Difficulties that arise at home, schooling are often due to differences in learning styles. It has been proposed that teachers should assess the learning styles of their students and adapt their classroom methods to best fit each student’s learning style. These possessed learning styles play a vital role in deciding their level of achievement. This achieved test score determines their future career. The ambitions and aspirations of our students are largely governed by their learning skills adopted by the students. There is no significant difference between XI and XII standard higher secondary school students in their learning styles in the dimensions. This study will be more fruitful when suggestions given by the investigator are applied for further study and it will be of great help for those who want to study further in this field.

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The Role of Learning Style in the Changing Landscape of Medical Education: The Canadian Plastic Surgery Experience

University of Ottawa Journal of Medicine ◽

10.18192/uojm.v9i2.4331 ◽

2019 ◽

Vol 9 (2) ◽

pp. 46-51

Author(s):

Kaitlin S. Boehm ◽

Connor McGuire ◽

Osama A. Samargandi ◽

Sarah Al Youha ◽

David T. Tang

Keyword(s):

Learning Styles ◽

Plastic Surgery ◽

Learning Style ◽

Training Programs ◽

Age Groups ◽

Cross Sectional ◽

Learning Style Inventory ◽

Significant Difference ◽

Competency Based

Objectives: The transition to competency-based education and restraints on trainee work hours necessitates re-evaluation of resident education. The role of learning style in plastic surgery residency training has not been investigated. The objective of this study was to identify the learning styles of plastic surgeons and trainees in Canadian Plastic Surgery programs. Methods: A cross-sectional electronic survey was distributed to all members of the Canadian Society of Plastic Surgeons and through program directors at Canadian training programs. Basic demographics were captured. The Kolb Learning Style Inventory was used to identify each individual’s learning style (converging, accommodative, assimilative, or divergent). Results: There were a total of 98 respondents (15% response rate), including 62 staff plastic surgeons (63%) and 36 trainees (37%). All regions of Canada and age categories were well represented. The most dominant learning styles were convergent (47%) and accommodative (29%). No significant difference in dominant learning styles existed between age groups; while males were more commonly convergent learners, females were accommodative learners. Conclusions: The majority of plastic surgery trainees and staff have learning styles that rely heavily on practical application and experiential learning. Accounting for this propensity towards convergent and accommodative learning styles should be incorporated into training programs to maximize efficacy of learning.

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IMPACT OF PLAYING VIDEO GAMES ON COGNITIVE FUNCTIONING AND LEARNING STYLES

Sukkur IBA Journal of Computing and Mathematical Sciences ◽

10.30537/sjcms.v5i2.885 ◽

2021 ◽

Vol 5 (2) ◽

pp. 49-59

Author(s):

Sumera Sattar ◽

Dr Shahzaman Khan ◽

Rehan Yousaf

Keyword(s):

Video Games ◽

Learning Styles ◽

Learning Style ◽

Video Game ◽

Cognitive Functions ◽

Visual Memory ◽

Medical Information ◽

Visual Learning ◽

Cross Sectional ◽

Significant Difference

Video games are especially popular with teenagers and young adults as a form of entertainment, and their time spent playing video games has grown exponentially. The main purpose of this study was to assess the effect of video games on cognitive functions and learning style in young people. A cross-sectional research study was used to investigate cognitive function in teen video game players. Cognitive functions, including memory, attention, and executive functions, were applied to 80 adolescents who were divided into two groups: those who regularly played video games (50) and those who did not play (50). Other data, such as demographics, medical information, types of video games, and time spent playing video games, were collected through the questionnaire. No significant difference was identified between the groups in terms of age and sociodemographic variables. Results indicated that visual memory and visual learning type scores were significantly better in the play group. Participants who were playing video games regularly indicated significant differences in visual type of learning (p=0.000). Whereas, no significant differences were found in other learning styles aural (p=1.000) and verbal (p=1.000)

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Meta-Analysis And Empirical Research Of Learning Style Theories In Higher Education: The Case Of Slovenia

Journal of College Teaching & Learning (TLC) ◽

10.19030/tlc.v5i11.1216 ◽

2008 ◽

Vol 5 (11) ◽

Author(s):

Sandra Penger ◽

Metka Tekavcic ◽

Vlado Dimovski

Keyword(s):

Higher Education ◽

Learning Styles ◽

Learning Style ◽

Management Education ◽

Meta Analysis ◽

Education Institution ◽

Teaching Aids ◽

Set Up ◽

Management Students ◽

Style Preferences

Researchers have pointed out that students learn effectively in a harmonic environment and by using teaching aids which match the students’ learning style preferences (Li et al., 2008). The learning styles literature is having a revival during last years. Although learning styles have been heavily researched (Coffield et al., 2004; Reynold & Vince, 2007; Welsh et al., 2007; Hornyak et al., 2007; Herbert & Stenfors, 2007; Sievers, 2007; Hyde, 2007; Kayes A.B., 2007; Kayes D. C., 2007; Garcia et al., 2007; Demirbas & Demirkan, 2007; Armstrong & Mahmud, 2008; Li et al., 2008), little is known about Slovenian students’ learning styles, especially in the field of management education. The aim of study is to present and explore the learning styles of students enrolled in the course Economics of education at the University of Ljubljana, Faculty of Economics (FELU) in Slovenia. Another purpose is to better understand the different learning styles among management students in order to develop appropriate teaching strategies for improving management education at FELU. Additionally, the intention of this research is to develop a valid and reliable research questionnaire for further research processes and to set up research instruments as supportive mechanisms in management education and in the development curriculums and syllabuses of new courses. This study method included both a descriptive and an exploratory perspective. In the first part the qualitative meta-analysis method was used to overview the literature background. In the empirical part the factor analysis using the Principle Axes Factoring method was used to extract learning styles. The adapted versions of Honey and Mumford’s (1992) Learning Style Questionnaire (LSQ) and Dunn & Dunn’s (2003) VAK Learning Style Theory (Coffield et al., 2004) were used as instruments in the questionnaire to determine Slovenian students’ learning styles. Findings of the study outline, that for the educators in higher education institution, the challenge is to provide meta-cognitive support for students, enabling them to reflect not just on what they learn but also how and why.

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Comparison, Validation And Implications Of Learning Style Theories In Higher Education In Slovenia: An Experiential And Theoretical Case

International Business & Economics Research Journal (IBER) ◽

10.19030/iber.v7i12.3311 ◽

2011 ◽

Vol 7 (12) ◽

Author(s):

Sandra Penger ◽

Metka Tekavcic ◽

Vlado Dimovski

Keyword(s):

Higher Education ◽

Learning Styles ◽

Learning Style ◽

Management Education ◽

Meta Analysis ◽

Education Institution ◽

Teaching Aids ◽

Set Up ◽

Management Students ◽

Style Preferences

The learning styles literature is having a revival during last years. Researchers have pointed out that students learn effectively in a harmonic environment and by using teaching aids which match the students learning style preferences (Li et al., 2008). Although learning styles have been heavily researched (Coffield et al., 2004; Reynold & Vince, 2007; Welsh et al., 2007; Hornyak et al., 2007; Herbert & Stenfors, 2007; Sievers, 2007; Hyde, 2007; Kayes A.B., 2007; Kayes D. C., 2007; Garcia et al., 2007; Demirbas & Demirkan, 2007; Armstrong & Mahmud, 2008; Li et al., 2008), little is known about Slovenian students learning styles, especially in the field of management education. The aim of this study is to present, compare, validate and explore the learning styles of students enrolled in the course Economics of education at the University of Ljubljana, Faculty of Economics (FELU) in Slovenia. Another purpose is to better understand the different learning styles among management students in order to develop appropriate teaching and pedagogical strategies for improving management education at FELU. Additionally, the intention of this research is to develop a valid and reliable research questionnaire for further research processes and to set up research instruments as supportive mechanisms in management education and in the development curriculums and syllabuses of new courses. This study method included both a descriptive and an exploratory perspective. In the first part of the study the qualitative meta-analysis method was used to overview the literature background of the study. In the empirical part of the study the factor analysis using the Principle Axes Factoring method was used to extract learning styles. The adapted versions of Honey and Mumfords (1992) Learning Style Questionnaire (LSQ) and Dunn & Dunns (2003) VAK Learning Style Theory (Coffield et al., 2004) were used as instruments in the questionnaire to determine Slovenian students learning styles. For the educators in higher education institution, the challenge is to provide meta-cognitive support for students, enabling them to reflect not just on what they learn but also how and why.

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Investigation of High School Students’ Geometry Course Achievement According to Their Learning Styles

Higher Education Studies ◽

10.5539/hes.v9n1p1 ◽

2018 ◽

Vol 9 (1) ◽

pp. 1

Author(s):

Hasan Altun

Keyword(s):

High School ◽

High School Students ◽

Learning Styles ◽

Learning Style ◽

Female Students ◽

School Students ◽

Quantitative And Qualitative Research ◽

Significant Difference ◽

Course Achievement ◽

11Th Grade

The aim of this study is to investigate high school students’ geometry course achievement according to their learning styles. 11th grade students in İzmir constitute the general universe of the research and the sampling of the research comprises of 11th grade students in Karabağlar district. Sampling of the research consists of total 50 high school students, determined by using appropriate sampling method. 60% (n=30) of these students are female and 40% (n=20) of them are males. Both quantitative and qualitative research methods were used depending on the main and sub-questions of the research. Kolb’s Learning Style Inventory was used in order to determine the learning styles of the students. As a result of the research, it was found out that most of the students who have diverging learning style were female students (77.8%), most of the students who have accommodating learning style were female students (75%), the number of male students (47.4%) and the number of female students (52.6%) who have assimilating learning styles are close and it was found out that, among the students who have converging learning style, female students (55.6%) were more than males. It was determined that there was no statistically significant difference between the geometry achievement scores according to learning styles and that the students' geometric achievement means were statistically significant according to gender. It was proposed that taking learning styles into account in the regulation of education environments can help to increase achievement.

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An Investigation between Multiple Intelligences and Learning Styles

Journal of Education and Training Studies ◽

10.11114/jets.v6i2.2643 ◽

2018 ◽

Vol 6 (2) ◽

pp. 125 ◽

Cited By ~ 3

Author(s):

Sabriye Şener ◽

Ayten Çokçalışkan

Keyword(s):

Learning Styles ◽

Multiple Intelligences ◽

Learning Style ◽

Quantitative Research ◽

Multiple Intelligence ◽

School Students ◽

Student Centered ◽

Perceptual Learning Style ◽

Significant Difference ◽

Design Activities

Exploring learning style and multiple intelligence type of learners can enable the students to identify their strengths and weaknesses and learn from them. It is also very important for teachers to understand their learners’ learning styles and multiple intelligences since they can carefully identify their goals and design activities that can teach to the different intelligences, and design student-centered activities. This study aims to reveal secondary school students’ multiple intelligences and learning styles. It also aims to describe gender differences and the relationship between learning styles and multiple intelligences of the students. The research study employed a quantitative research design and the data were collected from the students of a state school in the winter term of 2015-2016 Education Year. The data were gathered by means of the two instruments: The Perceptual Learning-Style Preference Questionnaire (PLSPQ), and the Multiple Intelligence Inventory. It was observed that the students had almost all these types of learning styles but mostly they were found to be tactile and auditory learners. The three intelligence groups: Naturalistic, Visual and Kinesthetic intelligences types received the highest score. The analyses also indicated that there was a significant difference between males and females. It was seen that most of the intelligence types and learning styles had a moderate positive correlation.

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Students’ Learning Styles, Self-efficacy and its Correlation with their Social Interaction

Advances in Language and Literary Studies ◽

10.7575/aiac.alls.v.10n.4p.42 ◽

2019 ◽

Vol 10 (4) ◽

pp. 42

Author(s):

Hala Mahmoud Hawa ◽

Fılız Yalçın Tılfarlıoğlu

Keyword(s):

Social Interaction ◽

Learning Styles ◽

Learning Style ◽

Self Efficacy ◽

Cross Sectional Study ◽

Cross Sectional ◽

Proficiency Level ◽

Significant Difference ◽

High Level ◽

Academic Year

This cross-sectional study has been prepared to investigate the self-efficacy levels and preferred learning styles of EFL learners at Gaziantep University School of Foreign Languages GUSFL along with revealing the relationship between these two variables and the learners’ social interaction. The present study was conducted in March of 2017-2018 academic year. The participants are students, who are learning English as a foreign language. The total number of participants is 312 from different nationalities, but mainly Turkish and Syrian, male and female. Before start applying the questionnaire, the tool’s three variables were checked and proved their reliability (Learning Styles =, 732; Social Interactions =, 799; Self-Efficacy =, 900). The next step was conducting the questionnaire. It’s worth mentioning that elements such as gender, nationality, proficiency level and age were taken into consideration while collecting and analyzing the data. The results indicated that learners use various learning styles and don’t rely on a particular one. However, the logical learning style registered the highest score (20,416) whereas, the lowest learning style was the reading and writing learning style (16,737). As for the student’s self-efficacy level, the participants showed a high level of self-efficacy (30,096 with a standard deviation of 6,498) especially the male participants where the results indicated a statistically significant difference in favour for men (p>, 05). Furthermore, as the study is concerned with uncovering any possible relationship between these three variables, the analyzed data has shown that there is a positive relationship between the learners’ preferred learning styles, their self-efficacy, and their social interaction. The article highlights how these variables are correlated with each other. Additionally, the results showed a major difference between Turkish and non-Turkish participants in terms of their social interaction.

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INFLUENCE OF TEACHING STYLE ON STUDENTS’ ENGAGEMENT, CURIOSITY AND EXPLORATION IN THE CLASSROOM

Journal of Education and Educational Development ◽

10.22555/joeed.v7i1.2736 ◽

2020 ◽

Vol 7 (1) ◽

pp. 87

Author(s):

Awaisha Inayat ◽

Dr Amena Zehra Ali

Keyword(s):

University Students ◽

Autonomy Support ◽

Classroom Teacher ◽

Teaching Style ◽

School Students ◽

Cross Sectional ◽

Teacher Student ◽

Parental Autonomy Support ◽

Significant Difference ◽

Perceived Autonomy Support

Inside classroom teacher student interaction carries immense significance as it appears to contribute to student learning in different ways. The teachers’ interaction has a stronger association with students’ engagement and exploration in terms of learning in classroom through their coaching style. The present study therefore aims to explore perceived teaching style (autonomous-supportive and/or controlling) and its correlation with students’ engagement, curiosity and exploration in cross-sectional sample of School and University students (N= 402). Perceived parental autonomy support scale (adopted version for teachers), Students Engagement Instrument and Curiosity Exploration Inventory-II were administered. The result shows that students simultaneously perceived both teaching styles i.e., Autonomous-supportive and Controlling, in classroom however there was a significant difference between score of school students where they find their teachers to be more supportive and controlling as compared to university students. Furthermore, there is a moderate correlation between perceived autonomy support teaching style with students’ engagement as well as curiosity and exploration. The results offers an understanding of students’ belief and perceptions about their interaction with teachers that can help in building students’ curiosity and motivation to engage learn in the classroom.

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