A Comparison of Learning Styles Differences As Measured By Kolb's Learning Style Inventory (LSI) Between Trinity's MDIV, MA EM, MA CP, And MA CM Students

2001 ◽  
Author(s):  
Anthony ZAMBLE
Keyword(s):  
Learning Styles ◽  
Learning Style ◽  
Learning Style Inventory

Comparison of Learning Styles between Physical Education and Dance Majors

1984 ◽  
Vol 58 (2) ◽  
pp. 583-588 ◽  
Author(s):  
Dorothy B. Zakrajsek ◽  
Rebecca L. Johnson ◽  
Diane B. Walker
Keyword(s):  
Physical Education ◽  
Learning Styles ◽  
Learning Style ◽  
T Test ◽  
Education Majors ◽  
Learning Style Inventory ◽  
Physical Education Majors

Learning styles of dance and physical education majors were described and compared. Subjects were 167 declared majors in 1982 from 9 universities (87 PE, 80 dance; 44 males, 115 females). Kolb's Learning Style Inventory which measures abstractness or concreteness and activity or reflectivity was given. By t test (.05) no significant differences in preferred learning style were found between majors or genders.

scholarly journals LEARNING STYLES

2009 ◽  
Vol 16 (02) ◽  
pp. 162-168
Author(s):  
KHALID FAROOQ DANISH ◽  
AZRA SAEED AWAN
Keyword(s):  
Medical Students ◽  
Learning Styles ◽  
Learning Style ◽  
Career Choices ◽  
Intermediate Level ◽  
Third Place ◽  
Cross Sectional ◽  
Learning Style Inventory ◽  
Medical College ◽  
Humanities Students

O b j e c t i v e s : 1. To study the prevalence of learning styles in intermediate level students in Rawalpindi according to Kolb'sLearning Style Inventory. 2. To study the correlation of learning styles with career choices of intermediate level students in Rawalpindi. 3.To compare the results of the study with the learning styles of clinical students of a medical college. D e s i g n : Cross sectional. Descriptive.M e t h o d s : The study was done on the intermediate level students of Government Colleges in Rawalpindi. It included the Pre-Medical, Pre-Engineering and Humanities students. All students were given a questionnaire based on Kolb's learning style inventory, and responsescollected. Instructions to fill the questionnaire were given verbally to all students. Each student was also instructed to present three careerchoices in order of priority. Data was collected. Results: Prevalence of different learning styles in medical students and intermediate levelstudents is shown in table-l and table-ll respectively. C o n c l u s i o n s : The prevalence and pattern of learning styles of intermediate levellearners and medical students is different. Majority of intermediate level learners have the converger learning styles in contrast with themedical students in whom accommodators are in overwhelming majority. Most learners choosing "Doctor" as their preferred career amongintermediate level learners were of assimilator style, followed by convergers. Accommodators were on third place in choosing "Doctor" aspreferred career. The most preferred career among intermediate level learner was "Teacher".

Reality and Diversity: Reform in the Architectural Design Studio

2006 ◽  
Vol 31 (2) ◽  
pp. 20-31
Author(s):  
Jia Beisi
Keyword(s):  
Learning Styles ◽  
Learning Style ◽  
Personal Experience ◽  
Architectural Design ◽  
Learning Activities ◽  
Two Dimensional ◽  
Learning Style Inventory ◽  
Reflection In Action ◽  
Architectural Design Studio ◽  
And Performance

Habraken points out that the architectural studio failed to bring students to basic questions in the architecture of everyday environments. Till criticizes that in a studio, it is only the professional value represented by the teachers that prevails. To investigate the reasons of the allegation, this paper introduces a learning model defined by David A. Kolb, in which a learning process consists of two dimensional movements: i.e., prehension (concrete experiences vs. abstract conceptualization) and transformation (reflection and experiment). The paper then inquires into Schön's observation in the studio learning mode characterized as reflection-in-action. It is found that this studio is mainly dealing with the transformation dimension, and prehension dimension is either suppressed or represented by the teacher's experiences and conceptions. The paper discovers that the cause of problems raised by Habraken and Till is the inherent lack of substance in the prehension dimension. The paper assesses a studio programme in which the basic questions of built environment were systematically introduced. It analyzes the students' reactions and performance in line with students' learning styles found using Kolb's Learning Style Inventory (LSI). It suggests that the students' learning activities are more diversified than what Schön could perceive. There is a possibility to adapt students' personal experience and abstract conceptualization which may play into the studio. By enhancing diversity of learning styles rather than letting one's learning style (reflection-in-action) prevail, the studio may become a platform in which students may learn from each other.

Students' Learning Styles and Learning Effects

2014 ◽  
pp. 197-235
Keyword(s):  
Data Mining ◽  
High Schools ◽  
Learning Styles ◽  
Learning Style ◽  
Negative Association ◽  
Survey Result ◽  
Learning Style Inventory ◽  
Open Source Data ◽  
Source Data ◽  
Exam Scores

This chapter introduces the concept of learning style and Memletics learning style inventory, and uses open-source data mining software WEKA to cluster the students of experiment classes in four high schools according to the values of seven dimensions in the Memletics learning style inventory that are calculated based on the survey result about their learning styles. The clustering result demonstrates that verbal and physical are always positively associated with exam scores, visual dimension usually has negative association with score exams; the association of learning style with exam scores remains almost static, and the high, medium, and low sum of dimension values of learning style corresponds to high schools in developed, developing, and undeveloped area in China, respectively. The findings are analyzed. The implication of learning style for intelligent instruction of English subject as a foreign language is suggested.

scholarly journals Differences in medical student performance on examinations: exploring score variance between Kolb's Learning Style Inventory classifications

2020 ◽  
Vol 20 (1) ◽  
Author(s):  
Quentin J. Reynolds ◽  
Kurt O. Gilliland ◽  
Katie Smith ◽  
Joshua A. Walker ◽  
Gary L. Beck Dallaghan
Keyword(s):  
Medical Student ◽  
Experiential Learning ◽  
Learning Styles ◽  
Student Performance ◽  
Learning Style ◽  
Public University ◽  
National Board ◽  
Learning Style Inventory ◽  
Significant Difference ◽  
Medical Examiners

Abstract Background Kolb’s Cycle of Learning Theory acts as a foundational framework for the evolution of knowledge gained by learners throughout their education. Through Kolb’s cycle of experiential learning, one’s preferred way of learning could impact academic achievement in the pre-clinical years of medical education. Methods The medical student classes of 2020 and 2021 at a public university in the southeastern U.S. were invited to complete Kolb’s Learning Style Inventory (LSI). For those participants completing the LSI, examination results for their pre-clinical blocks were obtained and matched to the LSI results. Examination scores (locally-developed examinations and customized National Board of Medical Examiners (NBME) final examinations) were compared by LSI classification for each examination using Kruskal-Wallis Test. Results Out of 360 possible participants, 314 (87.2%) completed the Learning Style Inventory. Convergers and Assimilators made up 84.1% [Convergers (n = 177, 56.4%), Assimilators (n = 87, 27.7%)]. Accommodators (n = 25, 7.9%) and Divergers (n = 25, 7.9%) made up the remaining sample. Accomodators’ scores were significantly lower on locally-developed examinations in Principles of Medicine, Hematology, and Gastrointestinal System. The only NBME examination that demonstrated a significant difference across learning styles was from the Cardiovascular block. Conclusions Upon reviewing Kolb’s LSI, our study indicated that performance on the customized NBME examinations minimized the variance in performance compared to locally-developed examinations. The lack of variance across learning styles for all but one NBME final examination appears to provide a more equitable assessment strategy.

Learning Style and Medical Students' Performance on Objective Examinations

1986 ◽  
Vol 62 (3) ◽  
pp. 781-782 ◽  
Author(s):  
Ronald J. Markert
Keyword(s):  
Medical Students ◽  
Learning Styles ◽  
Medical School ◽  
Learning Style ◽  
Learning Style Inventory ◽  
Better Than

Whether convergers perform better than other learning styles (measured on Kolb's Learning Style Inventory) on an objective medical school examination was investigated. Convergers were more likely than nonconvergers to achieve an outstanding (A) score on a biometrics examination.

Factorial Validity and Internal Reliability of Honey and Mumford's Learning Styles Questionnaire

2002 ◽  
Vol 91 (2) ◽  
pp. 503-519 ◽  
Author(s):  
Tracey Cockerton ◽  
Rukhsana Naz ◽  
Sylvia Sheppard
Keyword(s):  
Higher Education ◽  
Learning Styles ◽  
Learning Style ◽  
Factorial Validity ◽  
Conceptual Basis ◽  
Valid Measure ◽  
Internal Reliability ◽  
Learning Style Inventory ◽  
Satisfactory Model ◽  
Confirmatory Factor

Honey and Mumford's Learning Styles Questionnaire was derived from the same conceptual basis as Kolb's Learning Style Inventory and may provide a more reliable and valid measure of Kolb's learning style constructs. The Learning Styles Questionnaire has not been psychometrically evaluated as extensively as the Learning Style Inventory. Since there is no published information on how the Learning Styles Questionnaire scales were derived, an attempt was made to factor analyze the responses to the questionnaire. Confirmatory factor analysis of 284 psychology undergraduates' responses identified a four-factor oblimin solution as the most satisfactory model investigated. Implications for interpretation and use within higher education are discussed.

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