scholarly journals The Relationship Between Learning Styles and Biology Cognitive Competency of Senior High School Students

2019 ◽  
Vol 4 (1) ◽  
pp. 249
Author(s):  
Meliyani Meliyani ◽  
Rahmawati Darussyamsu ◽  
Relsas Yogica ◽  
Ramadhan Sumarmin
Keyword(s):  
High School ◽  
High School Students ◽  
Learning Styles ◽  
Learning Style ◽  
Significant Relationship ◽  
Visual Learning ◽  
Senior High School ◽  
School Students ◽  
The Relationship ◽  
Cognitive Competency

Learning styles are a combination of absorbing, regulating, and processing learning by students. There are three types of learning styles namely visual learning styles, auditory and kinesthetic. Based on the results of observations that the authors did at senior high school 7 Padang, it was revealed that the teacher still did not practice the relationship between the learning styles of students in their learning. This can lead to the learning styles are not synchronized with learning models, methods and media applied by teachers so that students' cognitive competency become low. The purpose of this study was to determine the relationship between learning styles and cognitive competency of students. This research is a descriptive research. This study uses a correlation study approach, namely the independent variable in the form of student learning styles and the dependent variable in the form of cognitive competency of students.To find out the relationship between variables stated with correlation coefficients used the Spearman-Rank correlation formula.Based on the research that has been done, it is found that the relationship between learning styles and cognitive competency of students does not mean and the correlation value is in the category of very weak to moderate. In the visual learning style for the second daily test there is a significant relationship and the correlation value is 0.75 with a strong correlation category. The conclusion of this study is that there is no significant relationship between learning styles and learners' cognitive competency.

scholarly journals INFLUENCES OF TEACHERS ON THE LEARNING MOTIVATION OF SENIOR HIGH SCHOOL STUDENTS

2021 ◽  
Vol 9 (5) ◽  
pp. 634-646
Author(s):  
Marc Sylvester P. Garcia ◽  
◽  
Maria Lurlyn M. Nuguid ◽  
Keyword(s):  
High School ◽  
High School Students ◽  
Learning Styles ◽  
Learning Style ◽  
Extrinsic Motivation ◽  
Senior High School ◽  
Learning Motivation ◽  
School Students ◽  
Intrinsic And Extrinsic Motivation ◽  
Senior High School Students

Motivation is one of the most important factors for academic learning and achievement across childhood through adolescence, according to Elliot and Dweck, (2005). Using descriptive qualitative method, this study sought to establish information to determine the influence of teachers on the learning motivation of senior high school students in Siniloan Integrated National High School, Laguna, Philippines, the researcher used purposive random sampling and got 239 senior high school students as respondents. The study finds that (52.30) or 125 of the students are male where (35.98) or 86 are age 16 years old, (99.58) or 238 are also single belonging to an entire family. Two hundred thirty-three or (97.49) of the students also claimed to like the Technical Vocational Livelihood Strand and 69 or (28.87) are taking Food Processing as their field of specialization. 141 or (59.00) of the students also depicted that it was their parents that influenced them to take the TVL strand. It was found in this study that the teachers influence the students greater in terms of their learning styles and it was found that the senior high school students are aural or auditory learners. In view of the forgoing findings, it confirms that senior high school students from the Siniloan Integrated National High School under the TVL strand showed intrinsic and extrinsic motivation. The study also stated that the intrinsic and extrinsic motivation is significantly influenced bythe teachers method of motivation. The researcher recommends that the teachers continuously improve and use different methods of motivating students and to teach and allow the students to practice learning styles that would help the students to learn better and encourage students to use solitary learning style or become intrapersonal learners to help them become successful in the futureconcluded that solitary learning style is likely to influence a students academic performance because students that are intrapersonal tend to be more organized, focused andaccordance with the method of motivation used.

Identifying Young Learners’ Learning Styles among Iranian EFL Learners

2016 ◽  
Vol 6 (7) ◽  
pp. 1444 ◽  
Author(s):  
Noushin Asadipiran
Keyword(s):  
High School ◽  
High School Students ◽  
Learning Styles ◽  
Perceptual Learning ◽  
Learning Style ◽  
Visual Learning ◽  
School Students ◽  
Young Learners ◽  
Perceptual Learning Style ◽  
Perceptual Learning Styles

The purpose of this study was to identify preferred perceptual learning styles of Iranian young learners. To accomplish this aim, a Perceptual Learning Style Preference Questionnaire (PLSPQ) used to measure the students’ preferred learning styles. The participants of the current study were 60 high school students. They were first-year high school male students studying in Tehran, Iran. The analysis of data revealed that the most preferred learning style was visual learning style (30% of the participants), and the less preferred one was group learning style (5%). The second to fifth place belonged to tactile (25%), auditory (20%), individual (15%) and kinesthetic (10%) learning style, respectively.

A Study on Chinese Students’ Perceptual Learning Styles, Ideal L2 Self, and L2 Motivated L2 Behavior

2015 ◽  
Vol 38 (1) ◽  
Author(s):  
Qianmei Zhang
Keyword(s):  
High School ◽  
High School Students ◽  
Learning Styles ◽  
Perceptual Learning ◽  
Learning Style ◽  
Visual Learning ◽  
Learning Motivation ◽  
School Students ◽  
Ideal L2 Self ◽  
Perceptual Learning Styles

AbstractThis study investigates Chinese elementary, middle, and high school students’ L2 perceptual learning styles, imagination, ideal L2 self, and motivated L2 behavior. A perceptual learning style and L2 learning motivation questionnaire was administered to 1,667 students from elementary to high school. Statistical results revealed that Chinese elementary, middle, and high school students were more in favor of a visual learning style in comparison to their auditory and kinesthetic learning styles. This visually oriented style was significantly correlated with their ideal L2 self and motivated L2 behavior. The sequential regression analysis results indicated that the ideal L2 self and visual learning style were the most meaningful predictors for Chinese students’ motivated L2 behavior. This study suggests that teachers need to help students create and maintain their ideal L2 self and facilitate their L2 learning motivation by providing more adequate visual teaching materials.

scholarly journals Learning Styles and Self-regulation: An Associational Study on High School Students in Iran

2017 ◽  
Vol 8 (1) ◽  
pp. 463-469
Author(s):  
Ehsan Safari ◽  
Mahshid Hejazi
Keyword(s):  
High School ◽  
High School Students ◽  
Data Collection ◽  
Learning Styles ◽  
Learning Style ◽  
Positive Relationship ◽  
Self Regulation ◽  
School Students ◽  
The Third ◽  
The Relationship

Abstract Self-regulation plays an important role in academic circumstances. If a learner wants to be called a self-regulated person, he or she should independently plan, monitor, and evaluate his or her own learning. Some students possess these properties subconsciously and some others do not. This study is aimed at investigating the relationship between different learning styles and self-regulation on the third grade high school students in Mashhad. The participants were 155 high school students. The Data collection instruments which were used in this study were Kolb’s learning styles questionnaire (LSI) (1976) and Pintrich, & De Groot (1990) self-regulation inventory. They were used to examine the relationship between the four learning styles that are converging, diverging, assimilating, and accommodating with the participants’ self-regulation. The results showed that there is a positive relationship between each learning style and self-regulation. They also showed that the participants who practiced converging and assimilating learning styles were more self-regulated as compared with those who practiced diverging and accommodating learning styles.

scholarly journals Parenting Styles and Classroom Social Interaction among Senior High School Students

2021 ◽  
Vol 14 ◽  
Author(s):  
Norman Mark A. Ramento
Keyword(s):  
High School ◽  
High School Students ◽  
Social Interaction ◽  
Parenting Style ◽  
Parenting Styles ◽  
Significant Relationship ◽  
Senior High School ◽  
P Value ◽  
School Students ◽  
Senior High School Students

The purpose of quantitative correlational study was to determine the relationship between demographic profile, the parenting styles, and classroom social interaction of the respondents. This study included 209 senior high school students of Quinapondan National High School. The respondents accomplished the questionnaire pertaining to assess parenting style and classroom social interaction of the respondents. Quantitative data analysis methods were used including mean, frequency count and percentage as well as correlational analysis. Age has no significant relationship with the parenting styles. It reflects an index of correlation at .137 and p-value .270. Sex also shows no correlation with the parenting styles. It has an index of correlation .068 and p-value .033. Grade level shows no significant relationship with the parenting styles.  There is an index of correlation of .027 and p-value of .694. Strand shows no significant relationship with the parenting style. There is an index of correlation of .137 and p-value of .141. Family income has a low correlation with the parenting style but has no significance with the index of correlation of .223 and p-value of .141. Lastly, educational attainment of parents has also a low correlation and has significance with the parenting styles in the index of correlation of .241 and p-value of .016.

scholarly journals Effect of Jigsaw Strategy and Learning Style to Conceptual Understanding on Senior High School Students

2019 ◽  
Vol 14 (19) ◽  
pp. 4
Author(s):  
Amiruddin Kade ◽  
I Nyoman Sudana Degeng ◽  
Muhammad Nur Ali
Keyword(s):  
High School ◽  
High School Students ◽  
Learning Style ◽  
Conceptual Understanding ◽  
Learning Strategy ◽  
Senior High School ◽  
School Students ◽  
Learning Style Inventory ◽  
The Difference ◽  
Senior High School Students

Conceptual understanding should have serious attention due to the low score of Physics subject on national examination in Palu. The difference between learning style and jigsaw strategy is able to combine abstract conceptualization and active experiment towards the conceptual understanding for students whose learning style is converger and diverger. The research design was quasi experiment. The sample is the eleventh class of Senior High School students in Palu that are chosen using cluster random sampling (multistage), that is, 167 students. The research instrument was Kolb’s Learning Style Inventory (KLSI) of conceptual understanding test on Physics (Tes Pemahaman Konsep Fisika or TPKF). The data was analyzed by using ANOVA, with the significant level is 5%. The result shows that: (1) cooperative learning strategy of jigsaw type has more benefits than direct learning strategy in conceptual understanding on Physics, (2) student group of which learning style was converger has higher conceptual understanding than that of which learning style was diverger, (3) there are interaction influence between learning strategy and learning style towards the conceptual understanding on Physics

Homework, Stress, and Mood Disturbance in Senior High School Students

2002 ◽  
Vol 91 (1) ◽  
pp. 193-198 ◽  
Author(s):  
Nadya M. Kouzma ◽  
Gerard A. Kennedy
Keyword(s):  
High School ◽  
High School Students ◽  
Female Students ◽  
Senior High School ◽  
Mood Disturbance ◽  
Male Students ◽  
School Students ◽  
Stress Scale ◽  
The Relationship ◽  
Senior High School Students

This study aimed at investigating the relationship between hours of homework, stress, and mood disturbance in senior high school students, 141 boys and 228 girls, recruited from high schools across Victoria, Australia. Participants' ages ranged from 16 to 18 years ( M = 16.6, SD = .6). A 1-wk. homework diary, a Self-reported Stress scale, and the Profile of Mood States were administered to students. Analysis showed that the number of hours spent completing homework ranged from 10 to 65 hours per week ( M = 37.0, SD = 12.2). Independent samples t-test analyses showed significant sex differences, with female students scoring higher on hours of homework, stress, and mood disturbance compared to male students. Pearson product-moment correlations were significant and positive for hours of homework with stress and for hours of homework with mood disturbance.

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