Lack of Correlations of Sense-Modality-Oriented Indices of Learning Styles with Each other and with Classroom Tasks

1997 ◽  
Vol 84 (3) ◽  
pp. 731-737 ◽  
Author(s):  
Alida S. Westman ◽  
Gina R. Alliston ◽  
Emily A. Theriault
Keyword(s):  
Problem Solving ◽  
Learning Styles ◽  
Auditory Information ◽  
Group Presentation ◽  
Sense Modality ◽  
Task Requirements ◽  
Paper And Pencil ◽  
Sense Modalities

Four indices used to measure 36 students' preferred sense modality did not correlate well with each other or with classroom tasks such as recalling visual and auditory information from a videotape, imaging ability, problem solving, etc. Three were paper-and-pencil indices for group presentation (Fleming and Mills' test, Kirby, Moore, and Schofield's index, and Westman's index), and one required individual testing (Swassing-Barbe Modality Index). Students indicated that their analyses of task requirements rather than their preferences for sense modality determined the use of their sense modalities.

Inclusion by Design: A 75-Minute Crash Course on Accessible Design

2020 ◽  
Vol 64 (1) ◽  
pp. 831-835
Author(s):  
Julian Brinkley ◽  
Earl W. Huff
Keyword(s):  
Problem Solving ◽  
Learning Styles ◽  
Visually Impaired ◽  
Design Thinking ◽  
Inclusive Design ◽  
Graduate Course ◽  
Persons With Disabilities ◽  
Creative Problem ◽  
Community Of Researchers ◽  
Minute Session

The community of researchers supporting instruction on design thinking has a significant body of materials to help students understand and master the process of creative problem solving in design. Missing, we argue are materials and processes which directly support the design of inclusive technologies for persons with disabilities. We present ‘Inclusion by Design’, an interactive and participative crash course designed to introduce students to techniques that may be useful in an inclusive design process. In a single 75-minute session, students explore the inclusive design of a transportation technology for a visually impaired persona. We report on our findings from a single pilot of the crash course involving six diverse students within a graduate course on Inclusive Design. Our findings suggest that the course may be effective in introducing techniques like storyboarding, scenario creation, and low fidelity prototyping to students using an approach that may be effective for various learning styles.

Relationships between Learning Styles and Performance on Problem-Solving Tasks

1986 ◽  
Vol 59 (3) ◽  
pp. 1135-1138 ◽  
Author(s):  
Penny Armstrong ◽  
Ernest McDaniel
Keyword(s):  
College Students ◽  
Problem Solving ◽  
Learning Styles ◽  
Learning Style ◽  
Choice Point ◽  
Relevant Information ◽  
And Performance ◽  
Problem Solving Task

A computerized problem-solving task was employed to study the relationships among problem-solving behaviors and learning styles. College students made choices to find their way home in a simulated “lost in the woods” task and wrote their. reasons at each choice point. Time to read relevant information and time to make decisions were measured by the computer clock. These variables were correlated with learning style variables from Schmeck's (1977) questionnaire. The findings indicated that subjects who perceived themselves as competent learners take more time on the problem-solving task, use more information and make fewer wrong choices.

Effect of Mathematics Anxiety and Student Learning Styles on Ability to Solve Mathematics Problems of Class XI Madrasah Aliyah Negeri (MAN)

2020 ◽  
Vol 3 ◽  
pp. 561-563
Author(s):  
Ifada Novikasari ◽  
Slamet Pamuji ◽  
Muhammad Arsy Maulana
Keyword(s):  
Problem Solving ◽  
Learning Styles ◽  
Student Learning ◽  
Mathematics Anxiety ◽  
Problem Solving Skills ◽  
Significance Level ◽  
Mathematics Problem Solving ◽  
Mathematics Problems ◽  
Mathematics Problem ◽  
Student Learning Styles

The ability to solve mathematics problems is an ability needed in the learning process. Mathematic anxiety and student learning styles are among the factors that influence the success of mathematics problem-solving ability. By paying attention to mathematics anxiety and learning styles possessed by students, it is expected that the ability to solve mathematics problems will increase. This research is a field research type with an Ex Post Facto method and multiple linear regression statistical data analysis techniques. Data was collected through mathematics anxiety questionnaires, student learning style questionnaires, and mathematics problem-solving skills of students at Madrasah Aliyah level. The results show that (1) there is no significant effect of mathematics anxiety on the ability to solve mathematics problems with the tcount is 1.537 and the significance level is 0.126 ≥ 0.05. (2) there is a positive and significant effect of learning styles on the ability to solve mathematics problems with the value of tcount is 2.457 and a significance level of 0.015 <0.05.

Learning by Doing via Game Making

2011 ◽  
pp. 1354-1366
Author(s):  
Jae Yeob Jung ◽  
Hyung Sung Park
Keyword(s):  
Decision Making ◽  
Problem Solving ◽  
Learning Styles ◽  
Learning Community ◽  
Knowledge Construction ◽  
Game Design ◽  
Higher Order Thinking ◽  
Learning By Doing ◽  
Computer Based ◽  
Interactive Simulations

The purpose of this chapter is to explore how learning, by making games, can provide opportunities for higher-order thinking such as problem solving, decision-making, and knowledge construction in children. As the game design process involves students drawing on multiple intelligences, it often provides students who are typically not successful in school with a chance to see themselves as capable members of the classroom learning community. In the classroom, computer-based game-making activities give students the opportunity to create lively interactive simulations for any subject, for any grade level, and can be used by students with a wide variety of learning styles. Game making can be used as an alternative way for students to communicate information and demonstrate their knowledge and understanding.

Evaluation of TAPS Packages

2010 ◽  
pp. 128-147
Author(s):  
Manjit Singh Sidhu
Keyword(s):  
Problem Solving ◽  
Learning Styles ◽  
Grade Point Average ◽  
Engineering Students ◽  
Target Population ◽  
Grade Point ◽  
Slow Learners ◽  
Undergraduate Engineering ◽  
The Third ◽  
Engineering Mechanics

The evaluation was carried out to examine the distribution of learning styles (discussed in Chapter 2) of the third year undergraduate engineering students and suggest effective problem solving approaches that could increase the motivation and understanding of slow learners at UNITEN. For this study, a sample target population of 60 third year undergraduate engineering students who had taken the Engineering Mechanics subject was tested. These students were selected based on their second year grade point average (GPA) of less than 2.5 as this study emphasizes on slow learners.

scholarly journals Engaging Students in Critical Thinking and Problem Solving: A Brief Review of the Literature

2015 ◽  
Vol 5 (4) ◽  
pp. 100 ◽  
Author(s):  
Nancy J. McCormick ◽  
Linda M. Clark ◽  
Joan M. Raines
Keyword(s):  
Critical Thinking ◽  
Problem Solving ◽  
Learning Styles ◽  
Everyday Life ◽  
Student Motivation ◽  
Student Involvement ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Review Of The Literature ◽  
Research On Teaching

<p>Problem solving and critical thinking skills are beneficial across all fields of collegiate studies and provide lasting value in the workplace and everyday life.  In problem solving, students employ critical thinking skills in the analyses of problems and the synthesis and applications of previously learned concepts.  For decades, researchers and academics have deliberated on ways to engage students in the classroom to train them in these skills.  The collective research on teaching critical thinking and problem solving reveal overarching themes, which include student involvement, learning styles, student motivation, and instructor perceptions and behaviors.</p>

Learning styles and perceived problem-solving ability of students in a baccalaureate physiotherapy programme

1999 ◽  
Vol 15 (1) ◽  
pp. 17-24 ◽  
Author(s):  
Jean Wessel ◽  
Joan Loomis ◽  
Sandy Rennie ◽  
Paula Brook ◽  
John Hoddinott ◽  
...  
Keyword(s):  
Problem Solving ◽  
Learning Styles ◽  
Physiotherapy Programme
Sign in / Sign up

Export Citation Format

Share Document