scholarly journals Tongue Twister, Students’ Pronunciation Ability, and Learning Styles

2017 ◽  
Author(s):  
Arab World English Journal ◽  
Fatchul Mu’in ◽  
Rosyi Amrina ◽  
Rizky Amelia
Keyword(s):  
Learning Styles ◽  
Learning Style ◽  
Learning Experience ◽  
Reflective Learning ◽  
Control Group ◽  
First Year ◽  
Significant Difference ◽  
English Major ◽  
Tongue Twister ◽  
Teaching Pronunciation

In EFL context, considering appropriate technique in teaching pronunciation is a pivotal issue since it could help students to learn how to pronounce English sounds easy. This study aimed to investigate the effect of tongue twister technique on pronunciation ability of students across different learning styles. This study involved 34 first-year English major students taking Intensive English course at Universitas Lambung Mangkurat, one of leading universities in Indonesia. The students in the experimental group were taught by using tongue twister, while those in the control group were taught by using repetition technique. The students were also grouped based on two types of learning styles, namely active and reflective learning styles referring to Felder and Silverman’s (1988) learning style model. The findings of the study showed that there was no significant difference in pronunciation ability between the groups. No significant difference was either found in pronunciation ability between students with active learning style and those with reflective learning style. In spite of the insignificant results, tongue twister is considered beneficial by the students as they perceived that practicing tongue twisters cultivated joyful learning and it helped them to improve their pronunciation, fluency, and motivation in learning English pronunciation. Tongue twister practice could complement the use of repetition technique to enhance students’ learning experience and learning outcome.

scholarly journals Sustainable Education Using Augmented Reality in Vocational Certification Courses

2021 ◽  
Vol 13 (11) ◽  
pp. 6434
Author(s):  
Chia-Jung Lee ◽  
Yen Hsu
Keyword(s):  
Augmented Reality ◽  
Learning Styles ◽  
Cognitive Load ◽  
Learning Style ◽  
Self Efficacy ◽  
Learning Technologies ◽  
Reflective Learning ◽  
Control Group ◽  
Learning Approach ◽  
Learning Effectiveness

In the field of vocational education, no studies have examined the use of augmented reality (AR) learning technologies in the teaching of cosmetology. However, this study proposed the “Makeup AR” learning approach and conducted a quasi-experiment to examine the interaction effect between said approach and students with active and reflective learning styles. The research participants were 70 students from a vocational senior high school. The experimental group comprised 36 participants who were taught using Makeup AR, and the control group comprised 34 participants who were taught using an e-book. The results revealed that the use of Makeup AR improved students’ learning effectiveness. The proposed approach also effectively enhanced students’ self-efficacy and reduced their cognitive load. The students with a reflective learning style had a higher cognitive load than those with an active learning style when using the e-book learning approach. No difference in learning motivation was noted between the experimental and control groups. Overall, Makeup AR is suitable for makeup design certification courses in vocational senior high schools and can enhance learning effectiveness, improve students’ self-efficacy, and reduce cognitive load. This study suggests that the implementation of AR technology in certification courses can be beneficial to learning outcomes.

Learning styles of first-year medical students attending Erciyes University in Kayseri, Turkey

2007 ◽  
Vol 31 (2) ◽  
pp. 158-160 ◽  
Author(s):  
Zeynep Baykan ◽  
Melis Naçar
Keyword(s):  
Medical Students ◽  
Learning Styles ◽  
Learning Style ◽  
First Year ◽  
Learning Approaches ◽  
Turkish Version ◽  
First Semester ◽  
Significant Difference ◽  
Visual Learners ◽  
First Year Medical Students

Educational researchers postulate that every individual has a different learning style. The aim of this descriptive study was to determine the learning styles of first-year medical students using the Turkish version of the visual, auditory, read-write, kinesthetic (VARK) questionnaire. This study was performed at the Department of Medical Education of Erciyes University in February 2006. The Turkish version of the VARK questionnaire was administered to first-year medical students to determine their preferred mode of learning. According to the VARK questionnaire, students were divided into five groups (visual learners, read-write learners, auditory learners, kinesthetic learners, and multimodal learners). The unimodality preference was 36.1% and multimodality was 63.9%. Among the students who participated in the study (155 students), 23.3% were kinesthetic, 7.7% were auditory, 3.2% were visual, and 1.9% were read-write learners. Some students preferred multiple modes: bimodal (30.3%), trimodal (20.7%), and quadmodal (12.9%). The learning styles did not differ between male and female students, and no statistically significant difference was determined between the first-semester grade average points and learning styles. Knowing that our students have different preferred learning modes will help the medical instructors in our faculty develop appropriate learning approaches and explore opportunities so that they will be able to make the educational experience more productive.

scholarly journals Assessing the Learning Style of Medical Students in Shahid Beheshti University of Medical Sciences by using VARK Approach

2021 ◽  
Author(s):  
Lida Shams ◽  
Shahram Yazdani ◽  
Taha Nasiri ◽  
Jamil Sadeghifar ◽  
Sara Shahbazi
Keyword(s):  
Medical Students ◽  
Learning Styles ◽  
Learning Style ◽  
Analytical Study ◽  
Visual Learning ◽  
First Year ◽  
Medical Sciences ◽  
Significant Difference ◽  
The University ◽  
First Year Medical Students

Abstract Background Extensive factors affect students' learning such as their learning style, the identification of which is considered as important in solving the problems and shortcomings of educational system in the current situation. The present study aimed to determine the learning style of first-year medical students in the Shahid Beheshti University of Medical Sciences in 2018.Methods In the present descriptive and analytical study, 111 first-year medical students at the university were included through census method. The data were collected by using VARK learning style standard questionnaire and analyzed using SPSS16 software based on the questionnaire guide.Results Most students had a multi-modal learning style (52%) although no significant difference was observed between preferring single- and multi-model styles. Among the multi-modal learning styles, bi-modal style was more applied by subjects (21.62%). In addition, aural and visual learning styles were determined as the most (20, 37.74%) and least (8, 15.09%) frequent styles preferred by students, respectively.Conclusion Due to the preference of most students to use multimodal styles, medical instructors should highlight the diversity of learners' learning styles and select appropriate methods for students' learning.

scholarly journals Learning Style Preference: Results of Repetitive Cross-Sectional Surveys in an Higher Education Institution

2020 ◽  
Vol 9 (4) ◽  
pp. 730
Author(s):  
Eliot Simangunsong
Keyword(s):  
Higher Education ◽  
Learning Styles ◽  
Learning Style ◽  
Learning Experience ◽  
Teaching Style ◽  
Education Institution ◽  
School Students ◽  
Cross Sectional ◽  
Systematic Analysis ◽  
Significant Difference

Using the theoretical framework of the Felder-Silverman Learning Styles Model, this study aims to understand the learning styles of middle school students entering the university to promote teaching innovation and improve the quality of the learning experience. A quantitative research method was applied through repeated cross-sectional surveys for 3 years among 2,325 students. Systematic analysis is applied to investigate respondent learning styles. Data analysis showed a significant difference in terms of the sex of students, while in terms of graduation years, the proportion of sequential students showed a significant increase from 2014 to 2016; this might imply that students from scientific or analytic backgrounds increasingly choose management schools. As expected, management students are active in character, except in accounting programs, where sensing learners are dominant. Innovative, active and visual-based learning is also preferred. Through the findings of this study, we conclude that interest in studies is related to the learning dimensions. The teaching style must follow the characteristics of the learning dimensions to provide an optimal learning experience. Here, it is important to implement an innovation-based learning process in higher education institutions.

scholarly journals INVESTIGATING THE IMPACT OF THE AGE, GENDER AND YEARS LEARNING ENGLISH ON LEARNING STYLES PREFERENCES

2015 ◽  
pp. 553-562
Keyword(s):  
Learning Styles ◽  
Learning Style ◽  
Learning Experience ◽  
Learning And Teaching ◽  
Learning Style Preferences ◽  
Index Of Learning Styles ◽  
English Major ◽  
Learning Styles Inventory ◽  
Style Preferences ◽  
The Impact

Demographical factors may have an impact on learning and teaching styles across the continents. This study was to explore whether demographical factors namely age, gender and English learning experience are related to the learning style preferences of English Major Students from the foreign languages faculty in Iran. The sample for this study comprised of 310 English Major Students. In this study, quantitative approach was used in the collection of the data .The instruments used in this study included the Index of Learning Styles Inventory by Felder and Soloman (2006) and Oxford (1990). The results of the study revealed that except for Learning Style Pair 2 (LSP2) (Sensing/Intuition), all the other learning styles pairs were not related to demographical factors.

scholarly journals To evaluate the Gender Differences in Learning Style Modalities among the Undergraduate Students and their Preferred Mode of Learning

2016 ◽  
Vol 1 (2) ◽  
pp. 58-63
Author(s):  
RC Gupta ◽  
Aparna Garg ◽  
Manisha Sankhla
Keyword(s):  
Gender Differences ◽  
Learning Styles ◽  
Learning Style ◽  
Undergraduate Students ◽  
Medical Science ◽  
Sensory Modality ◽  
Female Students ◽  
First Year ◽  
Mahatma Gandhi ◽  
Significant Difference

ABSTRACT Background Academic demands of medical students are quite high. Learning styles may be classified into four major sensory modalities—visual, auditory, read-write and kinesthetic, that one most prefers to use when internalizing information. Objectives The purpose of the study was to evaluate the gender differences in learning style modalities among the First Year Undergraduate Students and their Preferred Mode of Learning. Methodology Total 243 first year students of various medical courses (135 MBBS, 56 BDS, and 52 BPT) attending lectures in the Department of Physiology, Mahatma Gandhi Medical College and Hospital, Jaipur, Rajasthan were included for the project. Learning style preference was identified using the visual, auditory, read-write and kinesthetic (VARK) online inventory developed by Fleming, 1992. A questionnaire was filled by the students which included their demographic profile, medical science stream and preferred sensory modality of instruction. Findings Learning style of the students of various medical courses showed a statistically significant difference according to VARK questionnaire (p < 0.0001). Within the group, based on VARK, the preferred Sensory Modality was kinesthetic in MBBS, BDS and BPT students. On the basis Preferred Sensory Mode, kinesthetic was the preferred mode in MBBS, BDS and visual mode amongst BPT students. The most common pattern of learning was bimodal in male and female students of the various medical courses. Conclusion Present findings suggest that kinesthetic was the preferred learning style by both individual preferred sensory modality and VARK inventory tool, and was found to be statistically significant among the students of medical and allied sciences. The gender differences when evaluated for both the individual preferred sensory modality and VARK inventory tool, it was found to have a predilection for the kinesthetic mode in both the male as well as female students. How to cite this article Garg A, Sankhla M, Gupta RC. To evaluate the Gender Differences in Learning Style Modalities among the Undergraduate Students and their Preferred Mode of Learning. J Mahatma Gandhi Univ Med Sci Tech 2016;1(2):58-63.

The Effect of Teaching Strategies and Learning Styles on the Students’ Achievement

2014 ◽  
Vol 11 (2) ◽  
Author(s):  
Teguh Satria Amin ◽  
Eddi Setia ◽  
Lince Sihombing
Keyword(s):  
Reading Comprehension ◽  
Learning Styles ◽  
Learning Style ◽  
Teaching Strategies ◽  
Sampling Technique ◽  
Reflective Learning ◽  
Direct Reading ◽  
Group 2 ◽  
Experimental Group ◽  
Cluster Random Sampling

This research investigates 1) students’ achievement in reading comprehension taught by using Direct Reading Thinking Activity (DR-TA) strategy is higher than taught by using Know, What to Learn, and Learned (KWL) strategy, 2) students’ achievement in reading comprehension with impulsive learning style is higher than students’ achievement in reading comprehension with reflective learning style, and (3) there is  interaction between teaching strategies and learning styles on the students’ achievement. Two classes containing of 70 students were chosen as sample by apllying cluster random sampling technique. The experimental group 1 was treated by using DR-TA and the experimental group 2 was treated by using KWL. The students’ achievement was measured by using test. The questionnaire was conducted to find out the students’ learning style. The data were analyzed by applying two-ways analysis of variance. The findings show that (1) the students’ achievement in reading comprehension taught by using DR-TA higher than using KWL; (2) students’ achievement in reading comprehension with impulsive learning style is lower than that with reflective learning style; (3) there is interaction between teaching strategies and learning styles on the students’ achievement in reading comprehension. The analysis revealed that the teaching strategies significantly affected the students’ reading achievement.   Keywords: DR-TA, KWL, Impulsive Learning Style, Reflective Learning Style, Reading Comprehension

scholarly journals The Implementation of Flipped Classroom using Screencast-O-Matic to Improve Students’ Verbal Linguistic Intelligence

2018 ◽  
Vol 7 (4.15) ◽  
pp. 435
Author(s):  
Cahyo Hasanudin ◽  
Ayu Fitrianingsih ◽  
. .
Keyword(s):  
Learning Styles ◽  
Learning Style ◽  
Flipped Classroom ◽  
Visual Learning ◽  
First Year ◽  
First Year Students ◽  
Auditory Learning ◽  
Data Collection Technique ◽  
Normalized Gain ◽  
Academic Year

This research aims to 1) implement flipped classroom model using screencast-o-matic, 2) investigate the improvement of verbal linguistic intelligence through the implementation of flipped classroom model using screencast-o-matic for the students of IKIP PGRI Bojonegoro in academic year 2017-2018. This research is classroom action research (CAR) conducted at IKIP PGRI Bojonegoro, the subjects of the research are the first year students in second semester of academic year 2017-2018. The indicators of the research are measured using N-Gain test with the normalized Gain index interpretation category. Data sources in this research are 1) learning activities 2) informants, 3) documentary data. Data collection technique used documentation methods,observations, and verbal linguistic test of Thomas Armstrong by using Likert scale. The results of this research show that 1) the implementation of flipped classroom uses six stages, 2) the improvement of students’ verbal linguistic intelligence can be seen from the actions in every cycle. In the preliminary research, the researcher had measured the students’ learning styles, from 30 students who were the subject of research. There were 6 students who had visual learning style, 7 students had auditory learning style, and 17 students had kinesthetic learning style. In cycle I, FLIP model is implemented and students’ verbal linguistic intelligence is 61,43. In cycle II, students’ verbal linguistic intelligence is 81, 03. The conclusion of this research are 1) the the implementation of flipped classroom model using Screencast-O-Matic uses FLIP model, 2) the improvement of students’ verbal linguistic intelligence in IKIP PGRI Bojonegoro can be classified into average category.  

Why Students Should Be Taught Differently: Learner Characteristics, Learning Styles and Simulation Performance

2021 ◽  
pp. 104687812110658
Author(s):  
Bindu Kulkarni ◽  
Ranjan Banerjee ◽  
Rajasekaran Raghunathan
Keyword(s):  
Learning Styles ◽  
Learning Style ◽  
Reflective Learning ◽  
Outcome Variable ◽  
Full Time ◽  
Business Simulation ◽  
Older Students ◽  
Learner Characteristics ◽  
Simulation Performance ◽  
Business Simulations

Background Business simulation as an instructional tool helps in developing integrative thinking and decision making skills. It is being taught to audiences who differ considerably in age, work experience (learner characteristics) and learning styles. The use of simulations is likely to grow further with advancements in internet technology and the fact that simulations are very amenable to remote modes of instruction. Aim This study aims to assess how learner characteristics and learning styles impact business simulation performance. It further assesses the combined effect of learner characteristics and learning styles on performance in business simulations, we specifically consider the manner in which learning styles moderate the impact of learner characteristics (age) on simulation performance. Method The study was conducted with 605 students of full time MBA and executive MBA programs with age group varying from 21 years to 53 years. They were taught using the same business simulation by CAPSIM. The learning styles were measured using Felder-Solomon’s instrument ‘Index of learning style’. Regression analysis was conducted with predictor variables of learner characteristics and learning styles and outcome variable of simulation performance. The moderating effect of specific learning styles on learner characteristics was identified. Results The findings indicate that age is a significant predictor of simulation performance (younger, tech savvy students do better). Also, the use of reflective learning style enables better performance in business simulations. Older students are able to draw on experience and benefit more from reflective learning, for business simulations which involve integration across functions. Conclusion The study enhances our conceptual understanding of the factors enabling performance in business simulations and provides specific direction on how instructors must adapt facilitation approaches for different age groups of participants. Reflection is important for learning with business simulations; hence, the reflective learning style should be encouraged particularly among older students.

scholarly journals Stigma and attitudes on epilepsy a study: with secondary school students

2007 ◽  
Vol 65 (suppl 1) ◽  
pp. 49-54 ◽  
Author(s):  
Brenda A. Reno ◽  
Paula T. Fernandes ◽  
Gail S. Bell ◽  
Josemir W. Sander ◽  
Li M. Li
Keyword(s):  
Epileptic Seizure ◽  
Pairwise Comparison ◽  
Control Group ◽  
First Year ◽  
School Students ◽  
Lecture Method ◽  
Significant Difference ◽  
Appropriate Education ◽  
Difference Test

PURPOSE: To evaluate whether an inappropriate attitude towards a person having an epileptic seizure contributes to the stigma found in society and whether an appropriate attitude helps to diminish it in the short term; to perform a long term investigation about information remembered and stigma perception after an educational lecture. METHOD: This study was performed in two steps: Step 1. Students of first year of high school of two schools in Campinas completed a questionnaire including the Stigma Scale of Epilepsy following a seizure demonstration. They were divided into three groups: a) one group had a demonstration of proper attitudes towards someone having an epileptic seizure; b) one group was shown incorrect procedures; c) control group. After the completion of the questionnaire, an educational lecture about epilepsy was given. Step 2: six months later, the questionnaire was re-administered. RESULTS: The comparison between the four groups (step 1 and step 2) show a significant difference (Anova (3,339)=2.77; p=0.042). Pairwise comparison using Fisher's Least-Significant-Difference Test showed a significant difference between the group shown incorrect procedures (step 1) versus step 2, and the control group (step 1) versus step 2, but no difference between the group shown correct procedures (step 1) versus step 2. DISCUSSION: Exhibiting proper attitudes towards a person experiencing an epileptic seizure may cause significant differences among the subjects’ degrees of stigma towards people with epilepsy. It is therefore fundamental that there should be de-stigmatization campaigns provided, to correct information and provide appropriate education.

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