Learning Styles are Content Specific and Probably Influenced by Content Areas Studied

1993 ◽  
Vol 73 (2) ◽  
pp. 512-514 ◽  
Author(s):  
Alida S. Westman
Keyword(s):  
Learning Styles ◽  
Learning Style ◽  
Content Area ◽  
Foreign Languages ◽  
Deep Processing ◽  
California Psychological Inventory ◽  
Content Areas ◽  
Elaborative Processing ◽  
Psychological Inventory

To investigate whether use of a learning style depends on content area, 67 seniors in college were given Schmeck's Deep and Elaborative Processing scales, the Repression-Sensitization Scale, and the Flexibility scale of the California Psychological Inventory. Scores on both the Deep and Elaborative Processing scales correlated with those on the Repression-Sensitization Scale and not with those on the Flexibility scale. Learning style depends on content area. Study of foreign languages correlated with Deep Processing, and this suggests that further study of development and change in learning styles might concentrate on this and possibly other content areas.

Epistemological Exploration: Generalization of Learning Styles and Analytical Skills between Academic and Religious Materials

2004 ◽  
Vol 94 (3) ◽  
pp. 1083-1088 ◽  
Author(s):  
Alida S. Westman ◽  
Nicholas A. Alexander
Keyword(s):  
Learning Styles ◽  
Learning Strategies ◽  
Learning Style ◽  
Conceptual Understanding ◽  
Cognitive Skills ◽  
Religious Affiliation ◽  
Deep Processing ◽  
Elaborative Processing ◽  
Analytical Skills

Among 139 students (mean age 21.8, SD = 3.5), use of Schmeck's Deep Processing learning style (looking for conceptual understanding) on academic materials correlated modestly with its use on religious materials. The same was true for Elaborative Processing (looking for associations and applications). Both Deep and Elaborative Processing of academic materials correlated with better Analytical Skills. Only Elaborative Processing of religious materials correlated with Religiousness. Religiousness correlated with poorer Analytical Skills on academic materials and with a more Concrete Divine Concept; however, specific religious affiliation made a difference. Our understanding of the role of contents of materials and characteristics of learners on the types of learning strategies used and competence with cognitive skills is still very limited.

Relationships between Learning Styles and Solutions Based on Analogies or Background Knowledge

1995 ◽  
Vol 77 (3_suppl) ◽  
pp. 1115-1120 ◽  
Author(s):  
Gary Wautier ◽  
Alida S. Westman
Keyword(s):  
Learning Styles ◽  
Concept Formation ◽  
Background Knowledge ◽  
Medical Problem ◽  
Learning Processes ◽  
Deep Processing ◽  
Elaborative Processing

100 students completed Schmeck's Inventory of Learning Processes and tried to solve a medical problem after reading one or two analogies, first before and again after a hint to consider the stories just read. Two analogies made it more likely that those emphasizing Deep Processing (concept formation) would apply the analogies, but two analogies were usually not enough for those emphasizing Elaborative Processing (association) or Fact Retention. The hint helped, especially after two analogies. Students who used more Deep or Elaborative Processing also were more likely to devise solutions from their background knowledge and indicate interest in learning a greater variety of information than those relying on retention of fact.

Relationship between Using Conceptual Comprehension of Academic Material and Thinking Abstractly about Global Life Issues

1990 ◽  
Vol 66 (2) ◽  
pp. 387-390 ◽  
Author(s):  
Alida S. Westman ◽  
Raymond L. Kamoo
Keyword(s):  
Learning Style ◽  
Real Life ◽  
Abstract Thinking ◽  
Deep Processing ◽  
Intelligence Scale ◽  
Elaborative Processing ◽  
Frequent Use ◽  
Life Issues ◽  
Denial Of Death ◽  
Style Indices

The study explored whether more frequent use of conceptual comprehension of academic material generalized to greater use of abstract thinking about global life issues, such as death, goal in life, marriage, AIDS, etc. Undergraduate and graduate students (28 men and 61 women) voluntarily completed a questionnaire which assessed their conceptualizations using three indices. These were an intelligence scale and two learning style indices, namely, Deep Processing and Elaborative Processing of R. R. Schmeck. Also assessed were their levels of abstract thinking about Death Issues and about Other Real Life Issues, and their Denial of Death and their Denial of Dying. All three indices of conceptualization correlated with thinking more abstractly about Other Real Life Issues, but only Elaborative Processing correlated with thinking more abstractly about Death Issues. None of the three indices correlated with Denial of Death or Denial of Dying. It appears conceptualization skills were selectively generalized.

PERSONALITY AND LEARNING STYLE: EVIDENCE FOR BIG FIVE TRAITS

2017 ◽  
Vol 4 (24) ◽  
Author(s):  
Keka Varadwaj
Keyword(s):  
Learning Styles ◽  
Learning Style ◽  
Undergraduate Students ◽  
Big Five ◽  
Learning Processes ◽  
Reflective Learning ◽  
Big Five Personality ◽  
Regression Analyses ◽  
Elaborative Processing ◽  
Big Five Traits

The study examined the relationships between Big Five traits and learning styles of college students. Participants were 360 undergraduate students who completed the NEO-FF) and the Inventory of Learning Processes (ILP). While FFI measured the Big Five personality traits, the ILP measured student’s adoption of the four learning styles; Synthesis-analysis and Elaborative processing for reflective learning, and Methodical study and Fact retention for agentic learning. The data were analyzed by correlation and multiple regressions. The findings of the study were: (i) conscientiousness was positively and neuroticism was negatively associated with all four learning styles; (ii) both agreeableness and openness were positively associated with reflective learning styles; and (iii) extraversion is associated positively only with elaborative processing. The results of multiple regression analyses showed that respectively 37%, 26%, 35% and 9% of the variances of Synthesis-analysis, Elaborative processing, Methodical study and Fact retention were explained by the Big Five traits. The findings of study have implications for teachers in planning their instructions to the appropriateness of students’ personality trait.

scholarly journals Comparative study of learning styles of college students

2021 ◽  
pp. 1-9
Author(s):  
María Cristina CEPEDA-GONZÁLEZ ◽  
Blanca Margarita VILLARREAL-SOTO ◽  
Lilia SÁNCHEZ-RIVERA ◽  
Samantha Sarahí LUNA-ESPERICUETA
Keyword(s):  
College Students ◽  
Learning Styles ◽  
University Students ◽  
Comparative Study ◽  
Academic Growth ◽  
Research Approach ◽  
Deep Processing ◽  
Elaborative Processing ◽  
Academic Study

The research approach of this article was to observe which were the main differences of opinions between the groups and their learning styles, the methodology used was quantitative, observational, descriptive and comparative. A standardized ILP-R instrument was used, evaluates four complementary dimensions related to learning styles and processes in academic study that we will comment on later: (Deep Processing, Methodical Study, Retention of Facts and Elaborative Processing).with a sample of 1412 university students; the statistical analyzes that were carried out were descriptive and comparative. The main conclusion of the study is that students with an average of 90 percent develop an interest in continuing to learn and discover not only academically but personally, they are more expressive to people, they tend to make minimum mistakes because they have confidence in everything they do, Likewise, if the student works while studies , that provides an ability to relate to others, but dedicating solely to study allows more space to enjoy daily learning and full dedication to academic growth.

scholarly journals Learning Styles of Vietnamese Medical Students

1969 ◽  
Vol 1 (1) ◽  
pp. e29-e38 ◽  
Author(s):  
Vo Thanh Nhan
Keyword(s):  
Factor Analysis ◽  
Medical Students ◽  
Learning Styles ◽  
Learning Style ◽  
Self Regulation ◽  
Deep Processing ◽  
Directed Learning ◽  
Curriculum Renewal ◽  
Use Of Knowledge ◽  
Style Factor

Background: The purpose of this study was to assess the learning styles of Vietnamese medical students at the Ho Chi Minh City University of Medicine and Pharmacy.Method:  Participants were 856 (147 first-year, 144 second-year, 144 third-year, 136 fourth-year, 148 fifth-year, and 137 sixth-year students) medical students who completed the 100-item Vermunt’s Inventory of Learning Styles.Results:  Factor analysis resulted in four factors with adequate reliability (α range: 0.71 - 0.86):  Meaning-directed learning style (factor 1), passive, undirected learning style (factor 2), application-directed learning style (factor 3), and reproduction-directed learning style (factor 4).  Final-year students employed more deep processing, concrete processing, self regulation, use of knowledge, but more stepwise processing, certification orientation, intake of knowledge than did the freshmen. Students with higher achievement classifications had higher mean score of deep processing, concrete processing, self-regulation, construction of knowledge, and use of knowledge, lower certificate and ambivalent orientation. Discussion:  Four theoretically meaningful and cohesive factors underlying learning patterns emerged from the factor analysis.  The learning styles of Vietnamese medical students were relatively similar to Asian students, but there were some differences from European students.Conclusion:  The assessment of learning styles of medical students may help curriculum renewal, the application of teaching and assessment methods, and improve student learning.

HUBUNGAN GAYA BELAJAR SISWA TERHADAP ASPEK PENGETAHUAN SISWA PADA MATA PELAJARAN SISTEM KOMPUTER DI SMK IT RAHMATAN KARIMAH BENGKULU TENGAH

2020 ◽  
Vol 1 (01) ◽  
pp. 13-20
Author(s):  
Dian Saputra
Keyword(s):  
Learning Styles ◽  
Computer System ◽  
Learning Style ◽  
Descriptive Analysis ◽  
Visual Learning ◽  
Auditory Learning ◽  
Analysis Techniques ◽  
Post Test ◽  
The Subject ◽  
The Relationship

This study aims to find out the relationship between learning style and students’ knowledge aspect on Computer System Subject at SMK IT Rahmatan Karimah of  Central Bengkulu, the type of research is quantitative and the subject of research is grade X in SMK IT Rahmatan Karimah of  Central Bengkulu. Data collection techniques using observation, Questionnaire and documentation. Data analysis techniques used were Descriptive Analysis, and inferential Statistical Analysis. The results of visual learning style post-test were 11 people with a mean of 76.36, an auditory learning style of 8 people at a mean of 62.14, a kinesthetic learning style of 3 people at a mean of 50.33, apart from that (r x y = 2.35) and the magnitude of r is reflected in the table (r table = 0.4132). Then rxy > r table ie = 2.35> 0.4132. In other words, Ho is rejected and Ha is accepted. It has a significant relationship between the learning styles of students and students’ knowledge aspect on Computer System Subject of grade X TKJ in SMK IT Rahmatan Karimah of  Central Bengkulu

The Effect of Teaching Strategies and Learning Styles on the Students’ Achievement

2014 ◽  
Vol 11 (2) ◽  
Author(s):  
Teguh Satria Amin ◽  
Eddi Setia ◽  
Lince Sihombing
Keyword(s):  
Reading Comprehension ◽  
Learning Styles ◽  
Learning Style ◽  
Teaching Strategies ◽  
Sampling Technique ◽  
Reflective Learning ◽  
Direct Reading ◽  
Group 2 ◽  
Experimental Group ◽  
Cluster Random Sampling

This research investigates 1) students’ achievement in reading comprehension taught by using Direct Reading Thinking Activity (DR-TA) strategy is higher than taught by using Know, What to Learn, and Learned (KWL) strategy, 2) students’ achievement in reading comprehension with impulsive learning style is higher than students’ achievement in reading comprehension with reflective learning style, and (3) there is  interaction between teaching strategies and learning styles on the students’ achievement. Two classes containing of 70 students were chosen as sample by apllying cluster random sampling technique. The experimental group 1 was treated by using DR-TA and the experimental group 2 was treated by using KWL. The students’ achievement was measured by using test. The questionnaire was conducted to find out the students’ learning style. The data were analyzed by applying two-ways analysis of variance. The findings show that (1) the students’ achievement in reading comprehension taught by using DR-TA higher than using KWL; (2) students’ achievement in reading comprehension with impulsive learning style is lower than that with reflective learning style; (3) there is interaction between teaching strategies and learning styles on the students’ achievement in reading comprehension. The analysis revealed that the teaching strategies significantly affected the students’ reading achievement.   Keywords: DR-TA, KWL, Impulsive Learning Style, Reflective Learning Style, Reading Comprehension

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