Changes in learning style preferences of physical education students

Physical Education Students ◽

Identification of learning styles is one way of contributing to a more efficient teaching process, and it helps teachers choose an effective teaching strategy. This study reports a three-year process to explain the change in the learning styles of physical education students. It also involves an assessment of the overall academic achievement of physical education students based on their learning style preferences throughout this process. Forty-one physical education students, 41.5% of whom were female, comprised the sample. The study used a longitudinal study/panel study design to observe the time-dependent variation of learning styles. The data were collected using the Kolb Learning Style Inventory 3 and analysed using a Chi-Squared (χ2) test, Kruskal-Wallis H test, and Mann-Whitney U test. The results of the analysis showed that the curriculum of the PE teaching department did not lead to a change in the learning styles of students studying in this department. Additionally, the overall academic achievement of the physical education students did not vary for the first (Semester 3) and second measurements (Semester 5) based on their learning style preferences. However, for the third measurement (Semester 7), learning style preferences had differing effects on their academic achievement. Key Words: Study process, learning style, longitudinal study, teacher candidate

Effect of preferred learning styles on academic achievements: A cross sectional descriptive study.

The Professional Medical Journal ◽

10.29309/tpmj/2021.28.11.5668 ◽

2021 ◽

Vol 28 (11) ◽

pp. 1673-1677

Author(s):

Maryam Rao ◽

Qudsia Umara Khan ◽

Sana Akram ◽

Wardah Anwar ◽

Shazo Sana ◽

...

Keyword(s):

Academic Achievement ◽

Learning Styles ◽

Learning Style ◽

Descriptive Study ◽

Cross Sectional ◽

Academic Achievements ◽

Questionnaire Version ◽

Style Preferences ◽

Physiology Students

Objective: This study aims to find out the preferred mode of study for undergraduate Physiology students and effect of learning style preferences on academic achievements. Study Design: Cross Sectional, Descriptive study. Setting: Fatima Jinnah Medical University, Lahore. Period: December 2018 to June 19. Material & Methods: Total 170 undergraduate’s 2nd year MBBS Physiology students were included. The VARK questionnaire (Version 7.1) designed by Fleming was administered to 170 students after taking consent. This questionnaire is a valid tool to assess the learning style preferences of students. It consists of 16 questions having four options each and a scoring chart at the end, for the students to calculate their own scores. The aggregate percentage of periodic assessments throughout the academic year was defined as academic achievement. It was matched with their learning style preferences. A relationship between the learning style preferences and academic achievement was studied. Data was analyzed by using SPSS version 23.0. Results: Out of a total of 170 students, 73 (43%) preferred kinesthetic while 51(30%) preferred aural mode of learning. However, no association between learning style preferences and academic achievements could be found. Conclusion: The study concluded that the most preferred learning style among the M.B.B.S 2nd year Physiology students was kinesthetic. No significant association was found between the learning style preferences and academic achievement. Teaching modalities can be improved and incorporated according to students’ preferences.

Learning Style Preferences of Undergraduate Nursing Students: A Systematic Review

Africa Journal of Nursing and Midwifery ◽

10.25159/2520-5293/5758 ◽

2019 ◽

Vol 21 (1) ◽

Cited By ~ 2

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 ◽

Undergraduate Nursing ◽

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.

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

Journal of Nusantara Studies (JONUS) ◽

10.24200/jonus.vol7iss1pp390-409 ◽

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 ◽

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

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

Psychological Reports ◽

10.2466/pr0.1992.70.3c.1072 ◽

1992 ◽

Vol 70 (3_suppl) ◽

pp. 1072-1074

Author(s):

Marshall A. Geiger ◽

Jeffrey K. Pinto

Keyword(s):

Learning Styles ◽

Learning Style ◽

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.

Advances in Game-Based Learning - Handbook of Research on 3-D Virtual Environments and Hypermedia for Ubiquitous Learning ◽

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

10.4018/978-1-5225-0125-1.ch012 ◽

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 ◽

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.

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

International Journal of Learning and Development ◽

10.5296/ijld.v6i4.10414 ◽

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 ◽

The Social ◽

Master Level ◽

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.

PowerPoint presentation in learning physiology by undergraduates with different learning styles

AJP Advances in Physiology Education ◽

10.1152/advan.00119.2015 ◽

2015 ◽

Vol 39 (4) ◽

pp. 367-371 ◽

Cited By ~ 2

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 ◽

Advantages And Disadvantages ◽

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

Quality Assurance in Education ◽

10.1108/qae-03-2016-0010 ◽

2016 ◽

Vol 24 (4) ◽

pp. 490-506 ◽

Cited By ~ 3

Author(s):

Darwish Abdulrahman Yousef

Keyword(s):

Higher Education ◽

Learning Styles ◽

Learning Style ◽

United Arab Emirates ◽

Undergraduate Students ◽

Self Report ◽

Content Type ◽

Academic Characteristics ◽

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.

A Follow-Up Longitudinal Study of Selected Physiologic Functions in Former Physical Education Students-After Forty Years

Journal of the American Geriatrics Society ◽

10.1111/j.1532-5415.1975.tb00928.x ◽

1975 ◽

Vol 23 (10) ◽

pp. 442-450 ◽

Cited By ~ 19

Author(s):

Erling Asmussen ◽

Karen Fruensgaard ◽

Steen Nørgaard

Keyword(s):

Longitudinal Study ◽

Physical Education ◽

Education Students ◽

Physical Education Students

Counseling the Gifted and Talented Based on Learning Styles

Council review ◽

10.1177/001440298405000505 ◽

1984 ◽

Vol 50 (5) ◽

pp. 429-432 ◽

Cited By ~ 17

Author(s):

Shirley A. Griggs

Keyword(s):

Learning Styles ◽

School Counselors ◽

Learning Style ◽

Gifted And Talented ◽

Cerebral Dominance ◽

Individual Preferences ◽

Talented Students ◽

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.