Effectiveness of Learning style on Educational Achievement of the Students of Standard-XI in Context to Gender

2017 ◽  
Vol 4 (2) ◽  
Author(s):  
Dr. Bhavik M. Shah
Keyword(s):  
High School ◽  
Individual Differences ◽  
Learning Style ◽  
Individual Difference ◽  
Educational Achievement ◽  
Class Room ◽  
The Individual

In the Era of Change, teacher should consider the individual differences while teaching in the classroom. In fact teacher must keep in mind the individual differences for teaching. Students have so many talent, we as a teacher must have that angel of view of identifying it. This individual difference can be divided in dimension of Learning Style, too. Researcher is giving service in High School as a teacher, he observe such a learning style in class room. Is there any relationship between Educational Achievement and Learning Style? To find the answer of this question, present study was conducted.

scholarly journals A Study of Educational Achievement of Standard XI Students in Context of their Learning Style in Reference to Area

2017 ◽  
Vol 4 (3) ◽  
Author(s):  
Ajay B. Raval
Keyword(s):  
Individual Differences ◽  
Data Collection ◽  
Learning Style ◽  
Individual Difference ◽  
Educational Achievement ◽  
Visual Learning ◽  
Learning Style Inventory ◽  
Kinesthetic Learning ◽  
The Individual ◽  
Selection Of

In the Era of Change, teacher should consider the individual differences while teaching in the classroom. In fact teacher must keep in mind the individual differences for teaching. Students have so many talent, we as a teacher must have that angel of view of identifying it. This individual difference can be divided in dimension of Learning Style, too. Researcher was giving service in High School as a teacher, he observe such an Individual difference in context to learning style in class room. Is there any relationship between Educational Achievement and Learning Style? Is there any effect of Learning Style on Educational Achievement in reference to Area? To find the answer of this question present study was conducted. Population & Sample: Population for present study was students studying in Standard-XI of Gujarati Medium School of Gandhinagar District. The selection of schools was by Stratified Randomization Technique and selection of students was selected by Cluster Method. In last, the Sample size was 607. Method: Survey Method was used for Data Collection. Tool: Self constructed Learning Style Inventory (L.S.I.) was used for Data Collection. Learning Style Inventory (L.S.I.) was three Point Likert type Scale. Findings: 1) There was no significance different in educational achievement among students having Visual Learning Style, Auditorial Learning Style and Kinesthetic Learning Style. 2) In matter of educational achievement, students of Rural are superior to students of Urban among students having Visual Learning Style. 3) In matter of educational achievement, students of Rural are superior to students of Urban among students having Auditorial Learning Style. 4) In matter of educational achievement, students of Urban are superior to students of Rural among students having Kinesthetic Learning Style.

Individual differences in negotiation: A relational process model

2020 ◽  
pp. 204138662096255
Author(s):  
Hillary Anger Elfenbein
Keyword(s):  
Individual Differences ◽  
Individual Difference ◽  
Process Model ◽  
Past Research ◽  
Complex Interplay ◽  
Traditional Treatment ◽  
Behavioral Dynamics ◽  
Negotiation Performance ◽  
The Individual ◽  
Relational Process

Intuition suggests that individual differences should play an important role in negotiation performance, and yet empirical results have been relatively weak. Because negotiations are inherently dyadic, the dyad needs to feature prominently in theorizing. In expanding the traditional treatment of individual differences to two systematically interconnected parties, a relational process model (RPM) emerges. The RPM illustrates how the individual differences of both negotiators spark complex behavioral dynamics through five distinct theoretical mechanisms. Individuals (a) select each other, (b) set expectancies for each other, (c) serve as behavioral triggers and affordances for each other, (d) reciprocate and complement each other’s behaviors, and (e) vary in their responses to identical behaviors. It also directs attention to new classes and dimensions of individual difference factors. The RPM helps explain why past research has been highly conservative. A more complete picture needs to incorporate the complex interplay starting with parties’ individual differences.

scholarly journals The Future of Higher Education: A New Paradigm Shift Addressing Students’ Diversity

2021 ◽  
pp. 369-376
Author(s):  
Khalid Arar ◽  
David Chen
Keyword(s):  
Higher Education ◽  
Individual Differences ◽  
Learning Style ◽  
Paradigm Shift ◽  
Human Diversity ◽  
New Paradigm ◽  
The Future ◽  
The Individual

AbstractRecent higher education (HE) trends, including broader accessibility, privatization, increased demands for accountability, and technological implementation, have largely neglected consideration of human diversity, including the individual learner’s nature and learning style. Two distinctive scientific perspectives pertain to these individual differences.

Subject-Task Interaction in Selective Attention Research

1973 ◽  
Vol 36 (1) ◽  
pp. 259-262
Author(s):  
Steven Jay Gross ◽  
Samuel F. Moore ◽  
Stephen L. Stern
Keyword(s):  
Information Processing ◽  
Individual Differences ◽  
Selective Attention ◽  
Individual Difference ◽  
The Other ◽  
Human Information Processing ◽  
Task Variables ◽  
The One ◽  
The Individual

Two methods of investigating human information processing, the one focusing on the manipulation of experimental tasks and the other emphasizing individual differences, were compared. The design utilized the experimental tasks of Treisman and Riley (1969) while examining for individual differences on the basis of Witkin's field-articulation dimension. The findings of Treisman and Riley were replicated, while no differences were found among Ss categorized on the individual-difference dimension, suggesting that task variables were most important in performance requiring selective attention.

scholarly journals Individual Differences in Language Learning and Teaching: a Complex/Dynamic/Socio-Ecological/Holistic View

2021 ◽  
Author(s):  
Carol Griffiths ◽  
Adem Soruç
Keyword(s):  
Individual Differences ◽  
Language Learning ◽  
Individual Difference ◽  
Small Scale ◽  
Complex Dynamic ◽  
Holistic View ◽  
Learning And Teaching ◽  
Theoretical Perspectives ◽  
The Individual ◽  
Teachers Perspectives

AbstractThis article begins by outlining the development of the individual difference concept, considering what should be included as an individual difference, and suggesting a definition. The authors then suggest 11 individual differences which occur regularly in the literature and which they have found to be salient features in their own classrooms. A brief overview of these 11 factors is provided, along with theoretical perspectives relevant to the individual differences issue. The article concludes with a small-scale investigation of teachers’ perspectives of the importance of individual differences in language learning. According to the results, teachers consider motivation and strategy use the most important variables, but that all 11 factors are at least somewhat important. This conclusion emphasizes the need for a holistic view of these complex/dynamic, socio-ecologically influenced phenomena.

scholarly journals INDIVIDUAL DIFFERENCES IN STUDENTS IN THE ELEMENTARY SCHOOL ENVIRONMENT

2021 ◽  
Vol 2 (3) ◽  
pp. 159-164
Author(s):  
Hasanah Dwi Wahyuni ◽  
Shinta Anjani Nura ◽  
Ina Magdalena
Keyword(s):  
Individual Differences ◽  
Learning Styles ◽  
Learning Style ◽  
School Environment ◽  
Teaching Styles ◽  
Self Concept ◽  
The Individual ◽  
Physical Skills ◽  
To Receive

Every human being was created by the Creator with all the uniqueness and characteristics of each. This arises as individual differences (individual differences). Individual differences are differences in abilities and characteristics (cognitive, personality, physical skills, and so on) between students at a certain age level and in each particular group. Through educational practices and activities, we can accommodate the individual differences of students. Likewise, the learning styles of each other are also different. There are visual, auditory, and kinesthetic learning styles. It is important to recognize the learning styles of students so that teachers can vary their teaching styles, learning methods that are suitable to be applied in the learning process. As a technique, we must be able to choose various ways that can accommodate these differences personally and optimize the improvement and interpersonal skills of each student in the long term, especially when viewed from the learning style so that it can be carried out optimally. Individual differences that need to be considered in the implementation of classroom teaching are factors related to the readiness of children to receive teaching because these differences will determine the education system as a whole. Factors that influence individual differences are self-concept (self-concept), locus of control, student anxiety, learning motivation.

scholarly journals Individual differences in perceptual decision making reflect neural variability in medial frontal cortex

2017 ◽  
Author(s):  
Tomoki Kurikawa ◽  
Takashi Handa ◽  
Tomoki Fukai
Keyword(s):  
Decision Making ◽  
Individual Differences ◽  
Frontal Cortex ◽  
Individual Difference ◽  
Medial Frontal Cortex ◽  
Perceptual Decision Making ◽  
The Individual ◽  
Decision Making Behavior ◽  
Neural Variability ◽  
Familiar Stimuli

AbstractDecision making obeys common neural mechanisms, but there is considerable variability in individuals’ decision making behavior particularly under uncertainty. How individual differences arise within common decision making brain systems is not known. Here, we explored this question in the medial frontal cortex (MFC) of rats performing a sensory-guided choice task. When rats trained on familiar stimuli were exposed to unfamiliar stimuli, choice responses varied significantly across individuals. We examined how variability in MFC neural processing could mediate this individual difference and constructed a network model to replicate this. Our model suggested that susceptibility of neural trajectories is a crucial determinant of the observed choice variability. The model predicted that trial-by-trial variability of trajectories are correlated with the susceptibility, and hence also correlated with the individual difference. This prediction was confirmed by experiment. Thus, our results suggest that variability in neural dynamics in MFC networks underlies individual differences in decision making.

INDIVIDUAL DIFFERENCES IN ETHICAL REASONING AMONG LAW STUDENTS

1997 ◽  
Vol 25 (1) ◽  
pp. 19-47 ◽  
Author(s):  
Judith White ◽  
Chris Manolis
Keyword(s):  
Individual Differences ◽  
Learning Style ◽  
Quantitative Methods ◽  
Ethic Of Care ◽  
World View ◽  
Ethical Reasoning ◽  
Law School ◽  
School Students ◽  
Qualitative And Quantitative Methods ◽  
The Individual

Individual differences in ethical reasoning were examined among first-year law school students to determine, among other things, whether gender moderates the process of ethical reasoning. Individuals bring a variety of psychological, philosophical, and ethical orientations to professional life, potentially challenging traditional assumptions concerning appropriate responses to ethical dilemmas. Using both qualitative and quantitative methods, this research demonstrates that the individual differences of gender, learning style, and world view are significantly more influential in the use of an ethic of care and justice (i.e., ethical reasoning), compared with personality and moral orientation factors.

Rate of progress in learning arithmetic

1955 ◽  
Vol 48 (2) ◽  
pp. 70-76
Author(s):  
Esther J. Swenson
Keyword(s):  
High School ◽  
Individual Differences ◽  
Junior High School ◽  
Junior High ◽  
College Teachers ◽  
The Individual

The author develops a thesis, not too often adequately recognized by junior high school, high school, and college teachers, that the better the instruction the greater the individual differences.

scholarly journals The Possible Differences between Learning Styles Used by Russian, English, French, and Arabic Language Learners

2021 ◽  
Vol 8 (9) ◽  
pp. 471
Author(s):  
Ali Asghar Ahmadishokouh ◽  
Fatemeh Samadi
Keyword(s):  
Individual Differences ◽  
Foreign Language ◽  
Learning Styles ◽  
Learning Strategies ◽  
Learning Style ◽  
Language Learners ◽  
Arabic Language ◽  
Influential Factors ◽  
The Individual ◽  
Iranian Students

One of the most enduring effects on education has been the search for individual differences that can explain and predict variation in student achievement, with the hope that pedagogical methods can be designed that will capitalize on these. Among the individual differences, ‘Learning styles’ remain a popular choice for filling this role and the number of models of learning styles on offer continues to proliferate. Learning styles are said to be influential factors, in learning a second or foreign language. Despite the fact that there are lots of papers published in this area, but comparing the learning styles employed by those who are learning different foreign languages seems to be untouched. Therefore, in this study we try to address this gap, by comparing the learning styles used by Russian, English, French, and Arabic who are learning these languages as their foreign language. A number of 100 Iranian students took part in this study. They are between 18 to 20 years of age. They were divided into four groups, each including 25 members. The Ehrman and Leaver Learning Style Questionnaire (E&L) was distributed among the language learners. The finding of the study revealed that these four groups of language learners made use of learning styles differently. And also, there are significant differences between Russian, Arabic, English, and French language learners in terms of employing learning strategies.

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