scholarly journals INSIGHTS INTO LEARNING STYLES PREFERENCE OF ENGINEERING UNDERGRADUATES: IMPLICATIONS FOR TEACHING AND LEARNING

2022 ◽  
Vol 7 (1) ◽  
pp. 390-409
Author(s):  
Nadia Nur Afiqah Ismail ◽  
Tina Abdullah ◽  
Abdul Halim Abdul Raof
Keyword(s):  
Learning Styles ◽  
Language Learning ◽  
Engineering Education ◽  
Learning Style ◽  
Teaching And Learning ◽  
English Language ◽  
Learning Style Preferences ◽  
Style Preferences ◽  
Learning Style Preference ◽  
Engineering Undergraduates

Background and Purpose: Education at higher institutions prepares graduates for the real world. To develop and maintain quality, the focus must not only be on what institutions can offer but also on the learning needs and styles of learners. Despite many studies on engineering learners’ learning styles, limited research has been conducted to compare the learning styles of Engineering and Engineering Education learners. This study was conducted to ascertain the learning style preferences of first-year undergraduates from both groups in a science and technology-driven university in Malaysia.   Methodology: This descriptive study consisted of 40 Engineering and 40 Engineering Education learners who attended an English language course at the university. Perceptual Learning Style Preference Questionnaire was adopted as the survey instrument. The data were analysed using self-scoring sheet and Statistical Package for the Social Sciences.   Findings: While both groups chose Kinaesthetic as a major learning style preference, the Engineering Education learners also chose Group, Tactile, and Auditory learning styles as their other major preferences. Both groups chose Visual and Individual as their minor preferences.   Contributions: The findings extend research demonstrating the significant role of specific disciplines in Engineering to determine the learning style preferences of learners. The findings also provide useful insights that suggest implications for practice and policy.   Keywords: Engineering, engineering education, English language, learning styles, teaching and learning.   Cite as: Ismail, N. N. A., Abdullah, T., & Abdul Raof, A. H. (2022). Insights into learning styles preference of engineering undergraduates: Implications for teaching and learning.  Journal of Nusantara Studies, 7(1) 390-409. http://dx.doi.org/10.24200/jonus.vol7iss1pp390-409

scholarly journals Students’ High Achievement on Learning Style Preferences in Chinese Department, Binus University

2013 ◽  
Vol 7 (2) ◽  
pp. 70
Author(s):  
Yetty Go
Keyword(s):  
Learning Styles ◽  
Language Learning ◽  
Learning Style ◽  
Learning Process ◽  
High Achievement ◽  
Learning Style Preferences ◽  
Perceptual Learning Style ◽  
Student Learning Style ◽  
Style Preferences ◽  
Learning Style Preference

Every student certainly demonstrates different achievement in her/his Chinese language learning process because every student has her/his own individual way to resolve their problems in learning. In learning process, student’s individual differences exist. These differences lead to different learning speed and learning style of the student. The purpose of this study was to investigate the high achievement students’ learning styles. This study was based on Reid’s learning styles theory and also uses Reid’s Perceptual Learning Style Preference Questionnaire (PLSPQ) to investigate student’s learning styles. The main finding of this study is that student’s learning style preference is group style. According to student learning style preferences results, students prefer to learn together with others or in group and learn in a more interactive way.

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.

scholarly journals Exploring Language Learning Style Preferences of the ELT Graduate Students

2017 ◽  
Vol 4 (1) ◽  
pp. 45-58
Author(s):  
Rumana Rafique
Keyword(s):  
Graduate Students ◽  
Foreign Language ◽  
Learning Styles ◽  
Language Learning ◽  
Learning Style ◽  
Learning Style Preferences ◽  
Perceptual Learning Style ◽  
Style Preferences ◽  
The University ◽  
Individual Style

The paper aims at discovering the language learning style preferences of the ELT graduate students of the English Department of the University of Dhaka. The paper explores the students’ learning style preferences based on Reid’s (1984) six perceptual learning style categories such as visual, auditory, kinesthetic, tactile, group and individual style preferences. Both quantitative and qualitative data were collected using a questionnaire and interview of the ELT students of a public university in Bangladesh. The results revealed that the ELT students are more or less aware of their own learning styles and the way they learn better. It was found out from the study that majority of the students preferred the auditory style of learning while individual style is the least preferred. The study also brings students’ opinions regarding learning styles in the field of learning ESL (English as a Second Language) or EFL (English as a Foreign Language) to light. The paper then discusses the implications of the findings and offers some recommendations regarding the need to identify students’ learning styles in Bangladeshi classroom.  

scholarly journals Design of Feedback in Interactive Multimedia Language Learning Environments

2012 ◽  
Vol 54 (4) ◽  
Author(s):  
Vehbi Türel
Keyword(s):  
Language Learning ◽  
Learning Environments ◽  
Learning Style ◽  
Language Learners ◽  
Teaching And Learning ◽  
Interactive Multimedia ◽  
Learning Theories ◽  
Learning Style Preferences ◽  
Multimedia Environments ◽  
Style Preferences

In interactive multimedia environments, different digital elements (i. e. video, audio, visuals, text, animations, graphics and glossary) can be combined and delivered on the same digital computer screen (TDM 1997: 151, CCED 1987, Brett 1998: 81, Stenton 1998: 11, Mangiafico 1996: 46). This also enables effectively provision and presentation of feedback in pedagogically more efficient ways, which meets not only the requirement of different teaching and learning theories, but also the needs of language learners who vary in their learning-style preferences (Robinson 1991: 156, Peter 1994: 157f.). This study aims to bring out the pedagogical and design principles that might help us to more effectively design and customise feedback in interactive multimedia language learning environments. While so doing, some examples of thought out and customized computerised feedback from an interactive multimedia language learning environment, which were designed and created by the author of this study and were also used for language learning purposes, will be shown.

scholarly journals Saudi EFL Learners’ Perceptual Learning-Style Preferences

2019 ◽  
Vol 5 (2) ◽  
pp. 117
Author(s):  
Alya Khalil ◽  
Mona Sabir
Keyword(s):  
Learning Styles ◽  
Perceptual Learning ◽  
Learning Style ◽  
Saudi Students ◽  
Learning Style Preferences ◽  
Perceptual Learning Style ◽  
Teachers And Students ◽  
Efl Students ◽  
Style Preferences ◽  
Learning Style Preference

Identifying students’ learning styles is advantageous for both teachers and students. Awareness of students’ learning styles allows teachers to plan lessons to reach each student in the classroom by providing proper activities and classroom materials that suit every individual. Furthermore, students can raise their own awareness of the learning process and maximize their opportunities to learn by knowing their preferred learning styles. Using the Perceptual Learning Style Preference Questionnaire, this study aims to investigate Saudi EFL students’ preferred learning styles and explore whether these learning styles are affected by students’ academic majors. The participants were 120 Saudi students at a private college in four different majors. The results show that the kinaesthetic learning style is the most commonly preferred learning style among students of all majors. Based on the findings, pedagogical implications and directions for further research are highlighted.

scholarly journals Learning Style Preferences Among Degree Students in Academic English Course in UTHM

2018 ◽  
Vol 7 (3.21) ◽  
pp. 52
Author(s):  
Thuwaibah Mohd Junaid ◽  
Nadia Nur Afiqah Ismail
Keyword(s):  
Learning Styles ◽  
Learning Style ◽  
Female Students ◽  
Academic English ◽  
Male And Female ◽  
Learning Style Preferences ◽  
Perceptual Learning Style ◽  
English Classroom ◽  
Style Preferences ◽  
Learning Style Preference

This study was conducted to identify the major learning style preference among UTHM degree students semester 2 2015/2016 in Academic English classroom as well as to identify the differences between the learning style preferences of male and female students. A total of 150students from eight different faculties comprised of 75 male and 75 female students were involved in this study. The Perceptual Learning Style Preferences Questionnaire (PLSPQ) which was developed by Reid (1987) has been used as the instrument of the study. The findings revealed that the major learning style preference of the students was Kinesthetic learning style. Moreover, the findings also revealed that there were no significance differences at α = 0.05 between the learning styles preference of male and female UTHM degree students’ semester 2 2015/2016 in Academic English classroom.  

scholarly journals Brain’s Hemisphere Lateralization and Learning Styles in Engineering Education

2017 ◽  
Vol 4 (2) ◽  
Author(s):  
A. Gomathi ◽  
Dr. K.V. Krishna
Keyword(s):  
Learning Styles ◽  
Engineering Education ◽  
Learning Style ◽  
Brain Structure ◽  
Educational Setting ◽  
Brain Lateralization ◽  
Learning Style Preferences ◽  
Language Structure ◽  
Style Preferences ◽  
The Brain

The study explored various functions of the brain or hemisphere lateralization and it relevance to learning style and education namely how it relates to other style constructs (visual, Aural, verbal, physical, logical, social and solitary), gender and department stream how these are likely to impact upon learning in educational setting. Generally learning style can be described as a set of factors, behaviors, and attitudes that facilitate learning for an individual in a given situation.  Students learn differently from each other and it has been determined that brain structure influences language structure acquisition. It has also been shown that different hemispheres of the brain contain different perception.  The implications of these finding for the assessment of brain lateralization and their learning style preferences are discussed.

scholarly journals Investigating the Match and Mismatch between Students’ Learning Styles and Teacher’s Teaching Styles in a Saudi School: A Case Study

2021 ◽  
Vol 3 (2) ◽  
pp. 10-20
Author(s):  
Alaa Q. Alhourani
Keyword(s):  
Saudi Arabia ◽  
Learning Styles ◽  
Learning Style ◽  
English Language ◽  
Teaching Style ◽  
Teaching Styles ◽  
Language Teacher ◽  
Learning Style Preferences ◽  
Style Preferences

This study examines if there is a match or mismatch between students’ learning styles and the teacher’s teaching styles in a classroom at Khalid Bin Alwlid School, Tabarjal, Saudi Arabia. The main objectives of this study are to determine dominant learning styles of the whole secondary grade students and the teacher’s teaching style. This study was carried out as a case study, and the data were analyzed qualitatively and quantitatively. Participants of this study were a class of 15 students and their English language teacher to the first secondary stage. The instruments used for collecting data were Reid’s Perceptual Learning Style Preference Questionnaire (1995), Teachers Teaching Style Preferences Questionnaire (Peacock 2001), and semi-structured interview. The findings of this study indicated that the majority of the students had multiple learning styles with at least auditory and group as their major learning style preferences, followed by kinesthetic, tactile, and visual as their minor learning style preferences. They showed negative preference towards individual style. The major learning style preferences of the English language teacher were visual and individual, followed by tactile and kinesthetic as his minor style preferences, while his negligible teaching style preferences were auditory and group. There was a mismatch between the teacher’s teaching style and the students’ learning style at Khalid Bin Alwlid School, Tabarjal, Saudi Arabia

scholarly journals Using learning styles data to inform e-learning design: A study comparing undergraduates, postgraduates and e-educators

2011 ◽  
Vol 27 (6) ◽  
Author(s):  
Julie Willems
Keyword(s):  
Learning Styles ◽  
Learning Environments ◽  
Learning Style ◽  
Mixed Methods Research ◽  
Teaching And Learning ◽  
Learning Style Preferences ◽  
Index Of Learning Styles ◽  
Significant Difference ◽  
E Learning ◽  
Style Preferences

<span>What are the differences in learning styles between students and educators who teach and/or design their e-learning environments? Are there variations in the learning styles of students at different levels of study? How may we use this learning styles data to inform the design in e-learning environments? This paper details mixed-methods research with three cohorts teaching and learning in e-learning environments in higher education: novice undergraduate e-learners, graduate e-learners, and educators teaching in, or designing for, e-learning environments (Willems, 2010). Quantitative findings from the </span><em>Index of Learning Styles (ILS)</em><span> (Felder &amp; Silverman, 1988; Felder &amp; Soloman, 1991, 1994) reflect an alignment of the results between both the graduate e-learner and e-educator cohorts across all four domains of the</span><em>ILS</em><span>, suggesting homogeneity of results between these two cohorts. By contrast, there was a statistically significant difference between the results of the graduate and educator cohorts with those of the undergraduate e-learners on two domains: sensing-intuitive (p=0.015) and the global-sequential (p=0.007), suggesting divergent learning style preferences. Qualitative data was also gathered to gain insights on participants' responses to their learning style results</span>

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

2019 ◽  
pp. 349-368
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.

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