Analyzing Biology Students' Understanding Level on Plant Structure and Development Subject Based on Learning Style and Gender

This study was conducted in central Iran among all first-year university students studying engineering courses at Arak University of Technology. All students (No = 310) were included in this study. Instruments used mostly consisted of a computer anxiety questionnaire plus a learning style questionnaire. The data was analyzed by both descriptive and inferential statistics (Mean, Frequency, Standard Deviations, Independent T-test as well as Point Biserial Correlation Coefficient). The results indicated that there was a statistically significant relationship between computer anxiety and sensory-intuitive learning styles, in that the students having sensory learning style suffered from computer anxiety more frequently than the student having intuitive learning styles. In addition, there was a statistically significant relationship between computer anxiety and verbal-visual learning style, given that the students having visual learning style suffered from computer anxiety more than the students having verbal learning style. No statistically significant relationship, however, was found between computer anxiety and gender.

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Supporting Navigation and Learning in Educational Hypermedia

Encyclopedia of Human Computer Interaction ◽

10.4018/978-1-59140-562-7.ch085 ◽

2006 ◽

pp. 574-578

Author(s):

Patricia M. Boechler

Keyword(s):

Student Performance ◽

Learning Style ◽

Supplemental Instruction ◽

Electronic Documents ◽

Complex Interactions ◽

Educational Environments ◽

Common Task ◽

And Gender ◽

Effective Use ◽

The Web

Computers have become commonplace tools in educational environments and are used to provide both basic and supplemental instruction to students on a variety of topics. Searching for information in hypermedia documents, whether on the Web or through individual educational sites, is a common task in learning activities. Previous research has identified a number of variables that impact how students use electronic documents. Individual differences such as learning style or cognitive style (Andris, 1996; Fitzgerald & Semrau, 1998), prior topic knowledge (Ford & Chen, 2000), level of interest (Lawless & Kulikowich, 1998), and gender (Beasley & Vila, 1992) all influence performance. Additionally, characteristics of the document such as the inherent structure of the material, the linking structure (Korthauer & Koubek, 1994), and the types of navigation tools that accompany the document can affect student performance and behaviour (Boechler & Dawson, 2002; McDonald & Stevenson, 1998, 1999). In short, the effective use of hypermedia documents in educational settings depends on complex interactions between individual skills (e.g., spatial and reading skills) and the features of the document itself.

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Age, Race and Gender Issues Related to On-line Learning

Encyclopedia of Information Communication Technologies and Adult Education Integration ◽

10.4018/978-1-61692-906-0.ch061 ◽

2010 ◽

pp. 999-1012

Author(s):

M. F. Stuck ◽

Mary. C. Ware

Keyword(s):

Learning Style ◽

Learning Technology ◽

Race And Gender ◽

Blended Courses ◽

Mobile Learning Technology ◽

On Line ◽

And Gender ◽

Skills Learning ◽

On Line Learning ◽

Ethnicity And Gender

Research has shown that demographic factors such as age, race, ethnicity and gender affect one’s communication skills, learning style preference, and consequently, one’s preferences for aspects of on-line learning. This chapter will explore the literature related to these issues (i.e., age, race, gender) as they affect students’ preferences for and success with various styles of on-line learning (e.g., distance learning, hybrid or blended courses, mobile learning technology).

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Linking learning styles and learning on mobile Facebook

The International Review of Research in Open and Distributed Learning ◽

10.19173/irrodl.v16i2.2038 ◽

2015 ◽

Vol 16 (2) ◽

Cited By ~ 13

Author(s):

Yu-ching Chen

Keyword(s):

Learning Styles ◽

Social Networking ◽

Learning Outcomes ◽

Learning Style ◽

Social Networking Sites ◽

Student Learning Outcomes ◽

Future Research ◽

Font Size ◽

And Gender ◽

Better Than

With continued development of related technologies, Web 2.0 has become an important site of learning innovation. In particular, social networking sites such as Facebook, which have become popular, have the potential to function as an educational tool enabling peer feedback, interaction, and learning in a social context. Preparing appropriate environments for learners with different needs is essential to learning in general and online learning in particular. Yet, in order to create such learning environments, educators must understand differences in students’ learning styles. Although some research focuses on the effects of individual differences such as age and gender on the use of social networking sites, experimental research related to students’ learning styles is still limited. This study used Kolb’s Learning Style Model to investigate differences in student learning outcomes and satisfaction using mobile Facebook for learning, according to learning style. Results showed that participants with “Assimilating” and “Diverging” learning styles performed better than those with “Accomodating” and “Converging” learning styles did and had higher self-efficacy, observational modelling and habit strength toward learning in mobile Facebook. The paper also makes suggestions for integrating mobile Facebook into class and recommendations for future research.

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The effects of learning style and gender consciousness on novices’ learning from playing educational games

Knowledge Management & E-Learning: An International Journal ◽

10.34105/j.kmel.2012.04.006 ◽

2012 ◽

pp. 63-77

Keyword(s):

Learning Styles ◽

Learning Style ◽

Extrinsic Motivation ◽

Educational Games ◽

Eighth Graders ◽

Game Based Learning ◽

Gender Consciousness ◽

And Gender ◽

Study Participants ◽

Better Than

This study investigated the effects of novices’ learning style and gender consciousness on learning of programming concepts from game-based learning activities. Four classes of eighth graders with 59 males and 63 females participated in this study. Participants were identified as the diverger group and the converger group based on their stronger learning styles. Game-play activities were implemented to support participants’ learning of programming concepts. The results revealed that (a) for the programming comprehension performance, the convergers outperformed the divergers; (b) participants’ learning style and gender consciousness significantly affected their project performance; (c) for the high gender consciousness learners, the convergers performed better at abstract conceptualization and active experimentation than the divergers did; (d) for the divergers, the low gender consciousness learners possessed lower stereotype and were willing to challenge and performed better than the high gender consciousness learners; and (e) all the participants revealed positive intrinsic and extrinsic motivation.

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Learning Style Preferences Based on Class and Gender

AL-ISHLAH: Jurnal Pendidikan ◽

10.35445/alishlah.v13i1.368 ◽

2021 ◽

Vol 13 (1) ◽

pp. 164-172

Author(s):

Farman Farman ◽

Arbain Arbain ◽

Fitriyani Hali

Keyword(s):

Mathematics Education ◽

Learning Styles ◽

Learning Style ◽

Quantitative Research ◽

Study Program ◽

Learning Style Preferences ◽

Class A ◽

Education Study ◽

And Gender ◽

Style Preferences

This study aims to identify and describe students' learning style preferences in the mathematics education study program based on class and gender. This research is a type of quantitative research with a descriptive design that describes the percentage of learning style trends in mathematics education students based on class and gender and then draws conclusions on the percentage of learning style preference. The sample of this research was 44 students of the Mathematics Education study program at USN Kolaka. The instrument used in this study was a questionnaire containing 16 questions related to VARK learning styles (Visual, Auditorial, Read/Write, Kinesthetic). The VARK questionnaire instrument used is a standard questionnaire adapted from The VARK Questionnaire Version 7.1. The results showed that students’ learning styles had a multimodal preference(23% bimodal, 27% trimodal, 18% quadmodal).When viewed from class, class A and class B also have a multimodal preference where ARK is the most dominant preference for class A while class B's most dominant preferences are AK and VARK. In terms of gender, women had a multimodal preference (7% bimodal, 33% trimodal and 13% quadmodal) and men had a multimodal preference (31% bimodal, 24% trimodal and 21% quadmodal).

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Gaya Pembelajaran Kolb dalam Mata Pelajaran Biologi

Jurnal Teknologi ◽

10.11113/jt.v40.429 ◽

2012 ◽

Author(s):

Norasmah Othman ◽

Siti Rashidah Othman

Keyword(s):

Learning Styles ◽

Key Words ◽

Learning Style ◽

Survey Methods ◽

Female Students ◽

Male And Female ◽

Biology Students ◽

Learning Style Inventory

Kajian ini bertujuan untuk mengenal pasti gaya pembelajaran pelajar dalam mempelajari mata pelajaran Biologi dan menentukan sama ada terdapat perbezaan gaya pembelajaran antara pelajar lelaki dan pelajar perempuan, dan juga antara pelajar Bumiputera dengan pelajar bukan Bumiputera. Gaya pembelajaran Kolb telah digunakan untuk mengukur gaya pembelajaran pelajar. Kajian ini merupakan satu kajian tinjauan dengan menggunakan soal selidik sebagai instrumen. Seramai 60 orang pelajar jurusan Biologi telah digunakan sebagai sampel kajian. Dapatan kajian mendapati bahawa tidak terdapat perbezaan yang signifikan secara statistik dalam penggunaan gaya pembelajaran antara pelajar lelaki dan perempuan, dan juga antara pelajar bumiputera dan bukan Bumiputera. Kata kunci: Gaya Pembelajaran Kolb The purpose of this research is to identify students’ learning styles in learning biologi and also to determine whether there is any difference in learning styles between gender and ethnic. Kolb’s Learning Style inventory was used to identify students’ learning styles. This study used survey methods as an instrument. The sample consisted of 60 biology students. Findings indicated that there is no difference in the learning styles between male and female students, and also between Bumiputera and non Bumiputera students. Key words: Kolb's Learning Style

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Exploring Contemporary Issues in Genetics & Society

The American Biology Teacher ◽

10.1525/abt.2013.75.9.11 ◽

2013 ◽

Vol 75 (9) ◽

pp. 692-697 ◽

Cited By ~ 2

Author(s):

Julie C. Brown

Keyword(s):

Sex Chromosome ◽

Sex And Gender ◽

Science Content ◽

Chromosomal Disorders ◽

Biology Students ◽

Biological Sex ◽

And Gender ◽

And Function ◽

The Relationship ◽

Interactive Simulations

In this two-part activity, high school biology students examine human karyotyping, sex-chromosome-linked disorders, and the relationship between biological sex and gender. Through interactive simulations and a structured discussion lab, students create a human karyotype and diagnose chromosomal disorders in hypothetical patients, as well as formulate a scientifically based argument distinguishing biological sex from gender. This activity reinforces biology concepts such as DNA structure and function, meiosis, and the inheritance of traits. In their arguments, students integrate prior knowledge with science content. This lesson connects the world of science with issues important in their own lives.

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Beyond Responsivity: Client Service Engagement in a Reentry Demonstration Program

International Journal of Offender Therapy and Comparative Criminology ◽

10.1177/0306624x18763762 ◽

2018 ◽

Vol 62 (13) ◽

pp. 4295-4313 ◽

Cited By ~ 1

Author(s):

Nicole M. Sachs ◽

Joel Miller

Keyword(s):

Learning Style ◽

Service Providers ◽

Case Managers ◽

Demonstration Program ◽

Community Based ◽

Service Engagement ◽

And Gender ◽

Dispositional Factors ◽

Employment Needs ◽

Responsivity Principle

The specific responsivity principle advises us to provide offenders with treatment that takes into account their responsiveness to treatment, tied for example to their learning style, motivation, and gender. We examine challenges to service engagement and attendance in a community-based program in a reentry setting, and consider how far they correspond with these factors. Drawing on qualitative accounts of parolee engagement in services provided by parolees, service providers, case managers, and parole officers, we identify a number of difficulties faced by clients. These include logistical factors that affect clients’ physical ability to enroll in or attend programming (such as documentation, employment needs, and transportation problems) as well as elements of program and service delivery (such as client–provider matching, therapeutic style, and curriculum factors). We conclude that we should look beyond responsivity and consider logistical factors alongside the better-recognized psychological and dispositional factors, to understand client engagement in the context of reentry.

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