scholarly journals Understanding of learning styles and teaching strategies towards improving the teaching and learning of mathematics

2020 ◽  
Vol 8 (1) ◽  
Author(s):  
Jose M. Cardino ◽  
Ruth A. Ortega-Dela Cruz
Keyword(s):  
Regression Analysis ◽  
Academic Performance ◽  
Learning Styles ◽  
Mathematics Teachers ◽  
Teaching Strategies ◽  
Significant Influence ◽  
Teaching And Learning ◽  
Independent Learning ◽  
Integrative Approach ◽  
Improved Performance

This study was conducted to analyse the influence of learning styles and teaching strategies on academic performance in mathematics. Surveys were conducted to 277 randomly selected grade 9 students and five purposively sample mathematics teachers. Findings reveal that most of the student-respondents have a combination of dependent, collaborative and independent learning styles. Multiple regression analysis indicates that among the learning styles, only the independent style has a significant influence on the academic performance of grade 9 students. Four teaching strategies including cooperative learning, deductive approach, inductive approach, and integrative approach, were found to have a significant influence on academic performance. By understanding the learning styles of students, teachers will be guided in designing different strategies to help students enhance learning for their improved performance in mathematics.

The Influence Of Achievement Motivation, Teaching And Learning Style Towards Textile Learning Outcomes

2019 ◽  
Vol 5 (3) ◽  
pp. 212
Author(s):  
Endang Triastuti ◽  
Putu Sudira
Keyword(s):  
Regression Analysis ◽  
Learning Styles ◽  
Learning Outcomes ◽  
Learning Style ◽  
Achievement Motivation ◽  
Significant Influence ◽  
Teaching And Learning ◽  
Teaching Style ◽  
Analysis Techniques ◽  
Correlational Model

This study aims at revealing the influence of: (1) teaching style towards textile learning outcomes, (2) learning styles towards textile learning outcomes, (3) the effect of from teaching style, learning style, and achievement motivation towards textile learning outcomes, (4) the significance of teaching style, learning style and, achievement motivation towards textile learning outcomes for individual or group. This research can be categorized as quantitative study with a correlational model. The data analysis used multiple regression analysis techniques. The results of the study showed that (1) there is a positive and significant influence of teaching style towards textile learning outcomes, (2) there is a positive and significant influence of learning styles towards textile learning outcomes, (3) there is a positive and significant influence from teaching style, learning style, and achievement motivation towards Textile learning outcomes, (4) the influence of teaching style, learning style and achievement motivation were 26.6% and the rest was coming from other factors.

Absenteeism and performance in a quantitative module A quantile regression analysis

2016 ◽  
Vol 8 (3) ◽  
pp. 376-389 ◽  
Author(s):  
Pranab Kumar Pani ◽  
Pallavi Kishore
Keyword(s):  
Regression Analysis ◽  
Academic Performance ◽  
Learning Styles ◽  
Quantile Regression ◽  
United Arab Emirates ◽  
Classroom Environment ◽  
Negative Impact ◽  
Content Type ◽  
Quantile Regression Analysis ◽  
And Performance

Purpose – There is growing evidence that learning is faster, measurably better and more productive in a classroom setting when a student attends classes regularly. Each student brings in his/her experience, skills, and unique learning styles to a class – thus a classroom environment can potentially create positive externalities through which a student can gain substantially from various strengths of his/her peers. However, students do remain absent from their classes for a variety of reasons. One of the measurable effects of regular non-attendance in a university class, where students from various cultures and regions interact, is the academic performance. The purpose of this paper is to determine if there is any potential causal link between absenteeism (attendance) and academic performance. Design/methodology/approach – Data were culled from the records of three batches of students in a British university campus in the Middle East. Quantile regression methods were used to establish the causal relationship between absenteeism and academic performance. Findings – A quantile regression analysis reveals that absenteeism has negative impact on academic performance. This also suggests that low performers are worse affected by absenteeism as compared to the high performers. Research limitations/implications – Inclusion of some other factors, such as study habits, additional hours spent on quantitative modules, student’s ethnicity background, particularly in the context of United Arab Emirates, could have emboldened the robustness of the study. Non-availability or paucity of this information, to some degree, has limited the conclusions of this study. Originality/value – Proponents of mandatory attendance argue that there is a positive correlation between attendance and performance. But, one very important issue which gets overlooked is who actually benefits more by attending classes – are the shirkers who have a poor attendance record or the ones who are more sincere, more regular, and active participants in a class? This study uses quantile regression analysis to address this issue.

Blended Learning

2016 ◽  
pp. 17-40
Author(s):  
Virendra Gawande
Keyword(s):  
Higher Education ◽  
Developing Countries ◽  
Learning Styles ◽  
Blended Learning ◽  
Significant Influence ◽  
Learning Process ◽  
Teaching And Learning ◽  
Positive Relationship ◽  
Factors Affecting ◽  
Acceptance Model

Higher Education in developing countries like Oman offers several unique circumstances that suggest curriculum delivery using Blended Learning is a rational choice. Research has been conducted to identify the factors affecting blended learning adoption and to determine whether the teaching and learning process is amenable to its adoption at HEIs in Oman. Based on the findings a model, Blended Learning Acceptance Model (BLAM), has been developed. It was inferred from the findings that there is a positive relationship among the demographic factors and behavioral Intention i.e. blended-learning adoption. In addition, the teaching and learning styles also had significant influence on adoption of blended learning. BLAM was primarily intended to be used at HEIs in Oman, but may also be used in other developing countries as a reference for the adoption of blended learning.

scholarly journals Kecerdasan Budaya dan Gaya Belajar Mahasiswa yang Merantau di DKI Jakarta

2019 ◽  
Vol 4 (2) ◽  
Author(s):  
Arif Triman ◽  
Abdillah Abdillah
Keyword(s):  
Regression Analysis ◽  
Collaborative Learning ◽  
Learning Styles ◽  
Learning Style ◽  
Rural Areas ◽  
Cultural Intelligence ◽  
Independent Learning ◽  
Infrastructure Development ◽  
Intelligence Scale ◽  
It Impacts

Indonesia is a developing country with an uneven educational infrastructure development. It impacts the number of students from rural areas to big cities to get a decent education. Many of those students are experiencing difficulties when entering a new culture, thus disrupting their adjustment, especially in learning styles. The purpose of this study is to investigate any possible correlation between cultural intelligence and Grasha learning style. Participants in this study were 121 students in DKI Jakarta. Cultural Intelligence Scale and Grasha-Riecment Learning Scale Style were used as instruments in this study. Using regression analysis, it was found that 2 of 6 learning style (Collaborative learning style and Independent learning style) were found to have significant role in Cultural Intelligents.

scholarly journals Exploratory Examination of Relationships between Learning Styles and Learner Satisfaction in Different Course Delivery Types

2013 ◽  
Vol 1 (1) ◽  
pp. 64 ◽  
Author(s):  
S. Michelle Cox ◽  
Kuan Chen Tsai
Keyword(s):  
Regression Analysis ◽  
Learning Styles ◽  
Teaching Strategies ◽  
Learning Preferences ◽  
Course Delivery ◽  
Learner Satisfaction ◽  
Learning Situation ◽  
Optimal Learning ◽  
Learning Satisfaction

Many scholars have underscored the importance of recognizing the variety of students’ learning preferences and then adapt appropriate teaching strategies to fit this variance in order to create an optimal learning situation for most students in classes. The purpose of this study was to identify which of the learning preferences would be related to learner satisfaction. Two major findings were found. First, the learning preferences of this sample showed that most of students were balanced learners in the Active-Reflective and the Sequential-Global dimensions. Second, the regression analysis indicated that the Sensing-Intuitive dimension was the strongest predictor of students’ learning satisfaction.

scholarly journals Handedness and learning styles: a study of its inter relationship

2017 ◽  
Vol 5 (12) ◽  
pp. 5340
Author(s):  
Vineetha Vijayan ◽  
Pallavi Panchu ◽  
Biju Bahuleyan
Keyword(s):  
Academic Performance ◽  
Medical Students ◽  
Learning Styles ◽  
Teaching Strategies ◽  
Visual Learning ◽  
Sensory Modality ◽  
Cross Sectional Study ◽  
Bivariate Analysis ◽  
Brain Organization ◽  
Cross Sectional

Background: The alleged link between handedness and learning is debatable. Studies unveil that handedness has a way of influencing learning and affects the academic performance of students. Despite the researchers pointing out that handedness influences the brain organization and function, teaching strategies have largely ignored this fact. The concept of using various sensory modalities as a part of learning has not been comprehended well. The aim of the study is to find out the prevalence of handedness among our medical students and to look onto the types of learning styles amongst them and to determine the correlation between handedness with learning styles.Methods: A cross sectional study was conducted among hundred medical students using handgrip dynamometer for handedness and VARK questionnaire (Visual, auditory, read/write, kinesthetic; a validated tool that helps one to identify the most preferred sensory modality for learning) for determining the learning preference. Data was analysed using univariate and bivariate analysis through cross tabulation and Pearson chi square test using SPSS version 20.Results: Right handers preferred VARK with dominancy for auditory learning styles, left handers preferred VARK with dominancy for auditory and kinesthetic learning styles while ambidextrous prefer visual learning styles.Conclusions: The awareness of the association of handedness with various learning styles and its implications on academic performance should be at the forefront of teaching strategies adopted by teachers. Hence, we conclude that to be an effective learner, the learning needs have to be understood and cater to by the trainers.

scholarly journals Estrategias didácticas para mejorar el rendimiento académico en estudiantes de educación superior / Didactic strategies to improve academic performance in higher education students

2021 ◽  
Vol 2 (3) ◽  
pp. 3905-3917
Author(s):  
Nora Torres Torres ◽  
Betty Salavarria Barco ◽  
Francisco Mera Velásquez
Keyword(s):  
Academic Performance ◽  
Learning Styles ◽  
Teaching Strategies ◽  
Direct Result ◽  
Education Students ◽  
Academic Improvement ◽  
Construction Of Knowledge ◽  
Complex Process ◽  
Didactic Strategies ◽  
Descriptive Method

RESUMEN Las Estrategias Didácticas aplicadas por el docente durante el desarrollo de sus clases han demostrado ser instrumentos que ayudan a la mejora académica de los estudiantes ya que modelan, regulan, promueven y facilitan el aprendizaje de los estudiantes. La docencia es un proceso complejo que requiere que los docentes organicen su metodología, los materiales que utilizarán, de tal manera que los contenidos sean de fácil comprensión para los estudiantes para que haya construcción de conocimiento. En la elaboración de este artículo se ha utilizado el método descriptivo bibliográfico, orientado a la recogida de datos para su análisis, con enfoque documental. Este artículo describe las estrategias de enseñanza cognitiva que deberían facilitar y promover un entorno de aprendizaje que permita a los estudiantes interactuar entre sí para contribuir al conocimiento, las habilidades y los valores. Es necesario considerar los estilos de aprendizaje: visual, auditivo o cinestésico; de tal forma que los profesores planifiquen sus clases orientadas a los estilos de aprendizaje más relevantes. Cabe destacar que el docente debe tener las habilidades necesarias para poder aplicar las Estrategias de Enseñanza más adecuadas según la necesidad. El rendimiento académico es el efecto directo de la aplicación de Estrategias Didácticas; sin embargo, la calidad educativa no solo se evidencia en las altas calificaciones, sino también en su calidad. De la misma forma, es importante que todas las Estrategias Didácticas motiven al alumno a ser autónomo y responsable de su propio aprendizaje.   ABSTRACT The Didactic Strategies applied by the teacher during the development of their classes have proven to be instruments that help the academic improvement of students since they model, regulate, promote and facilitate student learning. Teaching is a complex process that requires teachers to organize their methodology, the materials they will use, in such a way that the contents are easy for students to understand so that there is construction of knowledge. For the preparation of this article, the bibliographic descriptive method has been used, aimed at collecting data for analysis, with a documentary approach. This article describes Cognitive Teaching Strategies that should facilitate and promote a learning environment that enables students to interact with each other to contribute to knowledge, skills, and values. Learning styles need to be considered: visual, auditory, or kinesthetic; in  a way that teachers plan their classes  towards the most relevant learning styles. It is necessary to take into account  that the teacher must have the necessary skills to be able to apply the most appropriate Teaching Strategies according to the students’ needs. Academic performance is the direct result of the application of Didactic Strategies; however, educational quality is not only evidenced by high grades, but also by their quality. At the same time, it is necessary that all Didactic Strategies motivate the student to be autonomous and responsible for their own learning.

scholarly journals SECOND LANGUAGE TEACHING STRATEGIES WITHIN THE FRAMEWORK OF INDIVIDUALISATION AND DIFFERENTIATION IN HIGHER EDUCATIONAL INSTITUTIONS

2018 ◽  
Vol 6 (1) ◽  
pp. 107
Author(s):  
Olexandr Lahodynskyi ◽  
Inna Semeniako
Keyword(s):  
Second Language ◽  
Learning Styles ◽  
Teaching Strategies ◽  
Teaching And Learning ◽  
Personality Types ◽  
Educational Institutions ◽  
Higher Educational Institutions ◽  
Learning Techniques ◽  
Self Study ◽  
Higher Educational

The article deals with the issue of second language (SL) teaching in the higher educational institutions. The achievement of SL training goals by students is closely connected with the implementation of teaching and learning techniques based on concepts of individualisation and differentiation in higher education. Having analysed the concepts mentioned above, the authors define their role within the framework of SL training of the future specialists and, on this basis, outline SL teaching strategies that can be applied both during classroom and self-study work. They are defined as general mechanisms for the most effective planning, organisation and implementation of SL teaching based on students’ psychological peculiarities. They are aimed at creating the best and most comfortable conditions for the student’s SL learning and developing new ways of mastering a SL. They increase students’ motivation and maintain interest to learn SL when certain organisational conditions are observed and the offered exercises correspond to the students’ temperaments, personality types, and learning styles. 

Academic Performance of Chemistry Majors in Selected Chemistry Courses: Input For The Licensure Examination Preparation

2013 ◽  
Vol 5 (1) ◽  
Author(s):  
Maribel S. Tizo ◽  
Nenita D. Palmes
Keyword(s):  
Academic Performance ◽  
Learning Styles ◽  
Learning Style ◽  
Teaching Strategies ◽  
Instructional Materials ◽  
Licensure Examination ◽  
School Factors ◽  
Related Factors ◽  
Chemistry Achievement ◽  
Geographical Regions

Students’ achievement in the field of science depends on many related factors of teaching and learning particularly in chemistry subjects. Thus, it may be helpful to determine objectively whether or not teachers, students’ and school factors are influencing the academic performance of the students and the importance of which as input to chemistry licensure examination. Descriptive statistics were used. The multivariate analysis on the form of principal components analysis (PCA) and general linear model (GLM) were also used. Female respondents comprised the majority. Parent’s highest educational levels were college graduate, and most of the students came from State Universities and Colleges. Most of the students were members of school organizations, non-recipient of scholarship; and many of them were indulged in extra-curricular activities. Generally, learning style did not influence academic performance. Among the teaching strategies which were favored by the students was lecture and discussion. Students performed best in Organic Chemistry but they had low Chemistry achievement index. Recipient of a scholarship grant and attitude towards Chemistry were individually significant. Instructional materials and the library sources were not significant predictors of chemistry achievement. Further research is needed to explore the problem on a large sample from more scattered geographical regions. Keywords – Chemistry, students achievement, learning styles, instructional materials, teaching strategies, descriptive design, Philippines

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