Changes in Learning-Style Preferences: A Reply to Ruble and Stout

1992 ◽  
Vol 70 (3_suppl) ◽  
pp. 1072-1074
Author(s):  
Marshall A. Geiger ◽  
Jeffrey K. Pinto
Keyword(s):  
Learning Styles ◽  
Learning Style ◽  
Learning Style Preferences ◽  
Learning Styles Inventory ◽  
Style Preferences ◽  
Over Time

This note is a reply to Ruble and Stout's 1992 critique of our 1991 study of changes in learning style over time. While some of their comments have merit, the remaining conclusions are that the dimension scores on the Learning Styles Inventory exhibit considerable stability over time and should be analyzed when assessing changes in learning style.

scholarly journals INVESTIGATING THE IMPACT OF THE AGE, GENDER AND YEARS LEARNING ENGLISH ON LEARNING STYLES PREFERENCES

2015 ◽  
pp. 553-562
Keyword(s):  
Learning Styles ◽  
Learning Style ◽  
Learning Experience ◽  
Learning And Teaching ◽  
Learning Style Preferences ◽  
Index Of Learning Styles ◽  
English Major ◽  
Learning Styles Inventory ◽  
Style Preferences ◽  
The Impact

Demographical factors may have an impact on learning and teaching styles across the continents. This study was to explore whether demographical factors namely age, gender and English learning experience are related to the learning style preferences of English Major Students from the foreign languages faculty in Iran. The sample for this study comprised of 310 English Major Students. In this study, quantitative approach was used in the collection of the data .The instruments used in this study included the Index of Learning Styles Inventory by Felder and Soloman (2006) and Oxford (1990). The results of the study revealed that except for Learning Style Pair 2 (LSP2) (Sensing/Intuition), all the other learning styles pairs were not related to demographical factors.

Learning Style Preferences of Undergraduate Nursing Students: A Systematic Review

2019 ◽  
Vol 21 (1) ◽  
Author(s):  
Tonderai Washington Shumba ◽  
Scholastika Ndatinda Iipinge
Keyword(s):  
Systematic Review ◽  
Academic Performance ◽  
Academic Success ◽  
Nursing Students ◽  
Learning Styles ◽  
Learning Style ◽  
Undergraduate Nursing Students ◽  
Learning Style Preferences ◽  
Undergraduate Nursing ◽  
Style Preferences

This study sought to synthesise evidence from published literature on the various learning style preferences of undergraduate nursing students and to determine the extent they can play in promoting academic success in nursing education of Namibia. A comprehensive literature search was conducted on electronic databases as a part of the systematic review. Although, kinaesthetic, visual and auditory learning styles were found to be the most dominant learning style preferences, most studies (nine) indicated that undergraduate nursing students have varied learning styles. Studies investigating associations of certain demographic variables with the learning preferences indicated no significant association. On the other hand, three studies investigating association between learning styles and academic performance found a significant association. Three studies concluded that indeed learning styles change over time and with academic levels. The more nurse educators in Namibia are aware of their learning styles and those of their students, the greater the potential for increased academic performance.

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

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 An Exploration of Learning Styles Preferences of Higher Education Students in Pakistan

2017 ◽  
Vol 6 (4) ◽  
pp. 49
Author(s):  
Fakhra Yasmin ◽  
Ahsan Akbar ◽  
Zhang Yan
Keyword(s):  
Learning Styles ◽  
Learning Style ◽  
Learning Approaches ◽  
Academic Goals ◽  
Education Practice ◽  
The Public ◽  
Learning Style Preferences ◽  
The Social ◽  
Master Level ◽  
Style Preferences

Every individual adopts a unique way to obtain knowledge and this way of acquiring knowledge is known as learning style. These learning approaches of the students can significantly influence their learning outcomes. The aim of this study was to examine the learning styles of Master level students enrolled in Education programs of the public sector universities in southern Punjab region of Pakistan. The study findings reveal that students majoring in Education practice multiple learning styles to accomplish their academic goals endeavors. Moreover, assimilating was the most practiced learning style by the sampled students. The results of ANOVA posits that there are significant differences in learning styles adopted by the students of different universities. The findings of this study provide useful information about the learning style preferences of the social science students and postulate that the choice of university significantly influences the learning style adaptation of students.

scholarly journals PowerPoint presentation in learning physiology by undergraduates with different learning styles

2015 ◽  
Vol 39 (4) ◽  
pp. 367-371 ◽  
Author(s):  
Roopa B. Ankad ◽  
Shashikala GV ◽  
Anita Herur ◽  
Manjula R ◽  
Surekharani Chinagudi ◽  
...  
Keyword(s):  
Sex Differences ◽  
Learning Styles ◽  
Student Performance ◽  
Learning Style ◽  
Research Question ◽  
Sensory Modality ◽  
Learning Performance ◽  
Learning Style Preferences ◽  
Advantages And Disadvantages ◽  
Style Preferences

PowerPoint presentations (PPTs) have become routine in medical colleges because of their flexible and varied presentation capabilities. Research indicates that students prefer PPTs over the chalk-and-talk method, and there is a lot of debate over advantages and disadvantages of PPTs. However, there is no clear evidence that PPTs improve student learning/performance. Furthermore, there are a variety of learning styles with sex differences in classrooms. It is the responsibility of teacher/facilitator and student to be aware of learning style preferences to improve learning. The present study asked the following research question: do PPTs equally affect the learning of students with different learning styles in a mixed sex classroom? After we assessed students' predominant learning style according to the sensory modality that one most prefers to use when learning, a test was conducted before and after a PPT to assess student performance. The results were analyzed using Student's t-test and ANOVA with a Bonferroni post hoc test. A z-test showed no sex differences in preferred learning styles. There was significant increase in posttest performance compared with that of the pretest in all types of learners of both sexes. There was also a nonsignificant relationship among sex, learning style, and performance after the PPT. A PPT is equally effective for students with different learning style preferences and supports mixed sex classrooms.

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.

Counseling the Gifted and Talented Based on Learning Styles

1984 ◽  
Vol 50 (5) ◽  
pp. 429-432 ◽  
Author(s):  
Shirley A. Griggs
Keyword(s):  
Learning Styles ◽  
School Counselors ◽  
Learning Style ◽  
Gifted And Talented ◽  
Cerebral Dominance ◽  
Learning Style Preferences ◽  
Individual Preferences ◽  
Talented Students ◽  
Style Preferences

Several recent studies imply a pattern of core learning style preferences among gifted and talented students. This research suggests that gifted and talented students are: independent (self) learners; internally controlled; persistent; perceptually strong; nonconforming; and highly motivated. Assuming the validity of these findings, some implications for school counselors are discussed for each of these six learning style elements. Within any group of gifted and talented students, there are differences as well as similarities, which suggest that counselors need to provide for individual preferences in such areas as design, mobility, and cerebral dominance.

Learning Style Preferences of Gifted Minority Students

1993 ◽  
Vol 9 (1) ◽  
pp. 40-44 ◽  
Author(s):  
Norma J. Ewing ◽  
Fung Lan Yong
Keyword(s):  
African American ◽  
Public Schools ◽  
Learning Styles ◽  
Minority Students ◽  
Learning Style ◽  
Mexican American ◽  
Noise Temperature ◽  
Auditory Modality ◽  
Learning Style Preferences ◽  
Style Preferences

The purpose of this study was to compare the learning style preferences among gifted African-American, Mexican-American, and American-born Chinese middle grade students, considering gender and grade levels. The subjects were randomly selected from seven Chicago public schools, and group-administered the Learning Style Inventory. A three-way analysis of variance revealed significant ethnic, gender and grade differences among gifted African-American, Mexican-American and American-born Chinese students on several learning styles preferences. All three gifted groups were characterized by motivation, responsibility, and preferences for studying in the afternoon and bright light. A majority of the three groups also did not prefer noise, temperature (warm environment), auditory modality, structure, and authority figures. Findings of the study support and extend past research regarding the learning styles of gifted students. They render support for the provision of differentiated curricula for gifted minority students.

scholarly journals The learning style preferences of chiropractic students: A cross-sectional study

2014 ◽  
Vol 28 (1) ◽  
pp. 21-27 ◽  
Author(s):  
Stephney Whillier ◽  
Reidar P. Lystad ◽  
David Abi-Arrage ◽  
Christopher McPhie ◽  
Samara Johnston ◽  
...  
Keyword(s):  
Learning Styles ◽  
Learning Style ◽  
Cross Sectional Study ◽  
Learning Preferences ◽  
Cross Sectional Survey ◽  
Cross Sectional ◽  
Learning Style Preferences ◽  
Kinesthetic Learning ◽  
Style Preferences ◽  
Chiropractic Students

Objective The aims of our study were to measure the learning style preferences of chiropractic students and to assess whether they differ across the 5 years of chiropractic study. Methods A total of 407 (41.4% females) full-degree, undergraduate, and postgraduate students enrolled in an Australian chiropractic program agreed to participate in a cross-sectional survey comprised of basic demographic information and the Visual, Aural, Read/Write, Kinesthetic (VARK) questionnaire, which identifies learning preferences on four different subscales: visual, aural, reading/writing, and kinesthetic. Multivariate analysis of variance and the χ2 test were used to check for differences in continuous (VARK scores) and categorical (VARK category preference) outcome variables. Results The majority of chiropractic students (56.0%) were found to be multimodal learners. Compared to the other learning styles preferences, kinesthetic learning was preferred by a significantly greater proportion of students (65.4%, p < .001) and received a significantly greater mean VARK score (5.66 ± 2.47, p < .001). Conclusions To the best of our knowledge, this is the first time chiropractic students have been shown to be largely multimodal learners with a preference for kinesthetic learning. While this knowledge may be beneficial in the structuring of future curricula, more thorough research must be conducted to show any beneficial relationship between learning style preferences and teaching methods.

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