A comparison on the learning styles of chemistry students and chemistry education students in universities in Turkey

2020 ◽  
Vol 8 (4) ◽  
pp. 841-848
Author(s):  
Dilek Çelikler ◽  
Keyword(s):  
Learning Styles ◽  
Learning Style ◽  
Undergraduate Students ◽  
Chemistry Education ◽  
Study Group ◽  
Education Students ◽  
Entire Study ◽  
Chemistry Students ◽  
Learning Style Inventory ◽  
Geographical Regions

The aim of the study is to compare learning styles of students in the department of chemistry education in education faculties and learning styles of students in the department of chemistry in faculties of science or faculties of arts and sciences in Turkey. The study group of the study is comprised of 1291 undergraduate students in total from the chemistry departments in eight universities and from Chemistry Education departments in 5 universities located in different geographical regions in Turkey. Data was obtained using Kolb Learning Style Inventory. When the entire study group is considered, it is observed that chemistry undergraduate students have diverging learning style as the dominant and that the assimilating learning style as the second among their learning style preferences. It is concluded that chemistry students have assimilating learning style while chemistry education students have diverging learning style as the dominant one according to the departments.

scholarly journals The relationship between learning styles and students` chemistry achievement

2018 ◽  
Vol 37 (1) ◽  
pp. 79
Author(s):  
Stanislava Olić ◽  
Jasna Adamov
Keyword(s):  
Learning Styles ◽  
Learning Style ◽  
Chemistry Education ◽  
Second Grade ◽  
Chemistry Achievement ◽  
Learning Style Inventory ◽  
Second Grade Students ◽  
Oxidation Reduction ◽  
Chemical Content ◽  
The Relationship

This research aimed to determine the chemical content which is the most challenging for students, and also to study the differences in chemistry achievement among students who prefer different learning styles. The study was carried out on the sample of 265 second grade students (aged 15–16 years) from seven grammar schools in Vojvodina (Serbia). Two instruments were applied in the study to determine the learning styles: chemistry knowledge test and Learning Style Inventory (LSI version 3.1). According to the findings, students have difficulty learning the contents of the topics Chemical Equilibrium, Salt Hydrolysis and Oxidation-Reduction Reactions. The findings show that there is a significant relationship between achievements in chemistry and students’ learning styles. The findings obtained in this research represent a step towards improving chemistry education since they identified the topics that students find it the most difficult to learn.

scholarly journals The Effect of Learning Style on Students’ Learning Performance During the Covid-19 Pandemic

2021 ◽  
Vol 6 (1) ◽  
pp. 115-123
Author(s):  
Sri Wilda Albeta ◽  
Sri Haryati ◽  
Dedi Futra ◽  
Riri Aisyah ◽  
Anggi Desviana Siregar
Keyword(s):  
Online Learning ◽  
Learning Styles ◽  
Student Learning ◽  
Learning Style ◽  
Chemistry Education ◽  
Learning Performance ◽  
Education Students ◽  
Grade Point ◽  
Significant Difference ◽  
Research Students

The research aims to determine the effect of learning style on students’ performance through online learning during the Covid-19 pandemic. The subjects of study are 269 chemistry education students at three universities in Indonesia. The data collection of learning style uses a Likert scale questionnaire, and learning performance is obtained from students’ grade point average. In this research, students’ learning style was divided into visual, auditorial, and kinesthetic. Data were analyzed using descriptive statistics with linear regression and ANOVA tests. The learning styles positively affect student learning performance by 4.7%, while 95.3% of other factors are not examined in this study. The learning performance of students with auditory is higher than visual and kinesthetic learning styles. Based on the inferential analysis, there is no significant difference in student learning performance based on student learning styles. Therefore, students with different learning styles have the same learning performance in online learning.

scholarly journals Visual learning style-based chemistry mental model representation through transformative online learning

2021 ◽  
Vol 2104 (1) ◽  
pp. 012023
Author(s):  
A Winarti ◽  
A Almubarak ◽  
P Saadi
Keyword(s):  
Learning Styles ◽  
Mental Models ◽  
Learning Style ◽  
Chemistry Education ◽  
Visual Learning ◽  
Education Students ◽  
Qualitative And Quantitative ◽  
Chemistry Learning ◽  
Kinaesthetic Learning ◽  
Learning Concept

Abstract Analysis of learning styles is one of the main things teachers need to do before carrying out teaching. The study of learning styles can provide an overview of how a teacher designs a learning concept by students’ learning styles. The learning process will show students’ mental models with their respective learning styles so that these mental models become the primary material for how teachers develop students’ cognitive. This research aimed to describe students’ mental models in terms of students’ visual learning styles. The method used is descriptive with qualitative and quantitative approaches with transformative-based learning concepts. The research results show that chemistry education students for chemistry learning innovation courses only have visual learning styles of 71.43% and audio by 28.55% and do not have kinaesthetic learning styles. This research focuses on visual learning styles to see students’ mental models. The conclusion is that students still need cognitive strengthening, especially the ability to interpret phenomena at the sub microscopic level. With the visual learning style, students are expected to transform their cognitive so that they have mental structures and models relevant in theory and terminology.

Learning Styles—Liberal Arts and Technical Training: What's the Difference?

1989 ◽  
Vol 64 (2) ◽  
pp. 507-518 ◽  
Author(s):  
Margery S. Reading-Brown ◽  
Robert R. Hayden
Keyword(s):  
Higher Education ◽  
Learning Styles ◽  
Learning Style ◽  
Undergraduate Students ◽  
Liberal Arts ◽  
Business Students ◽  
Stepwise Discriminant Analysis ◽  
Learning Style Inventory ◽  
The Difference ◽  
Learning Types

In a study comparing the learning types of undergraduate students at two higher education institutions having different educational missions, 222 participants representing three academic divisions took the original Kolb Learning Style Inventory and the Learning Style Questionnaire. Data were subjected to a stepwise discriminant analysis, and canonical discriminant functions were derived. Eight questionnaire items and three Kolb Learning Styles significantly discriminated among the groups of arts, science, and business students. Results indicated that the learning styles of career-oriented students are relatively predictable and that differences exist in learning styles of groups of students choosing different experiences in higher education.

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".

scholarly journals EFL Learning Styles Used by Female Undergraduate Students and Its Relationship to Achievement Level

2018 ◽  
Vol 8 (4) ◽  
pp. 30
Author(s):  
Wafa Ismail Saud
Keyword(s):  
Learning Styles ◽  
Learning Style ◽  
Undergraduate Students ◽  
Group Learning ◽  
Achievement Test ◽  
Achievement Level ◽  
Saudi Students ◽  
English Achievement ◽  
Visual Learners ◽  
Perceptual Learning Styles

The aim of the study was to investigate the preferred learning styles of undergraduate Saudi students at King Khalid University, Saudi Arabia and to examine the influence of achievement level on the choice of learning styles. A total of 110 undergraduate students participated in the study. They were in their third year of study and were majoring in English. Data was collected by means of a questionnaire and by an English achievement test. Reid’s (1987) questionnaire was used to determine the students’ preferred learning styles. It identifies six learning styles referred to as perceptual learning styles; they are visual learners, auditory learners, kinesthetic learners, tactile learners, group learners and individual learners. An English achievement test was conducted to classify students according to their academic grade. The results showed the preferred learning styles used by undergraduate Saudi students at KKU. The order of the preferred learning styles based on sensory channels was as follows: visual, tactile, kinesthetic and finally the least frequent one was auditory, furthermore, the results revealed that students prefer individual learning more than group learning. Besides that, the findings also indicated that there was no statistically significant relationship between the learning styles and achievement level except with the group learning style which was used by students who got grade Excellent or Very Good. The study concluded by providing some possible implications of the study for English teachers.

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