scholarly journals Learning Styles and Academic Achievement among Form Three Living Integrated Skills Students

2021 ◽  
Vol 16 ◽  
pp. 1-13
Author(s):  
Mustafa Rehman Khan
Keyword(s):  
Academic Achievement ◽  
Learning Styles ◽  
Cognitive Ability ◽  
Survey Research ◽  
Learning Style ◽  
Classroom Environment ◽  
Instructional Delivery ◽  
Statistical Analyses ◽  
Future Studies ◽  
The Relationship

Learning styles indicate a students’ preference for learning methods and therefore are necessary information to guide teachers’ instruction. This study is aimed to determine the relationship between learning styles and academic achievement of Form Three students in their Living Integrated Skills subject. This study was participated by 372 respondents selected using purposive sampling from six secondary schools in Sabah, Malaysia. Data was collected using a research questionnaire in survey research and analyzed with IBM SPSS 23.0 using both descriptive and inferential statistical analyses. Findings of the study showed that pragmatist and theorist learning styles are the dominant learning styles while activist is the least preferred learning style. It was found that learning styles i.e. activist (t = -0.412; p = 0.681), reflective (t = -1.457; p = 0.146), theorist (t = 0.890; p = 0.374) and pragmatist (t = -0.537; p = 0.592) did not differ significantly based on gender but learning styles i.e activist (t = 7.412, p = 0.000), reflective (t = 9.461, p = 0.000), theorist (t = 9.080, p = 0.000) and pragmatist (t = 8.615, p = 0.000) was significantly different between high and low academic achievers. The higher achievers were pragmatic and activist while the lower achievers were reflective and theorists. This study also showed that learning styles i.e. activist (r = 0.395, p = 0.000), reflective (r = 0.476, p = 0.000), theorist (r = 0.492, p = 0.000) and pragmatist (r = 0.471, p = 0.000) were significantly correlated with academic achievement. Theorist learning style has the strongest correlation with academic achievement followed by reflective and pragmatist and the weakest learning style is activist. This study implied that other factors like a classroom environment, instructional delivery, and students’ self-efficacy should be investigated in future studies to explain the academic achievement of the students. This study supported the notion that learning styles are important to facilitate teachers in planning and implementing the lesson and for students to develop meta-cognitive ability to learn with the best style suited to them.

scholarly journals The impact of academic libraries on students' academic achievement: The relationship between learning styles and information seeking anxiety

2018 ◽  
pp. 76-93
Author(s):  
Somayeh Parvin ◽  
Nasrin Kheibar ◽  
Hamideh Mihanpour ◽  
Alireza Rafi
Keyword(s):  
Academic Achievement ◽  
Learning Styles ◽  
Learning Style ◽  
Information Seeking ◽  
Significant Difference ◽  
Anxiety Levels ◽  
And Gender ◽  
Relationship Of ◽  
The Impact ◽  
The Relationship

Information seeking anxiety is a type of anxiety that affects academic performance. The present study was aimed at investigating the relationship between learning styles and information seeking anxiety in relation to the academic achievement of students. This was a descriptive-analytic research, and the study population consisted of students who had passed at least one semester in Behbahan University, Iran. The sample size was calculated 181 from the Morgan table. The results of this study showed that most of the students used the ‘assimilating' learning style. It was concluded that there was no significant difference between anxiety levels and the field of study. Also, there was no relationship between learning styles and age and gender. Moreover, there was no relationship of gender, academic semester, and age with academic achievement. Even though, there was no relationship between information seeking anxiety and learning styles vis a vis academic achievement, the assimilating learning style was preferred by the majority of the students. The comparison of learning styles with information seeking anxiety was a distinctive feature of this study, indicating that different aspects of learning did not have much effect on the anxiety levels of individuals, which could be the basis for further research on personality dimensions such as self-concept and intrinsic motivation in relation to information seeking anxiety and academic achievement.

scholarly journals Factors Affecting the Academic Achievements among Dean’s Listers of Caraga State University

2014 ◽  
Vol 1 (1) ◽  
pp. 68-77
Author(s):  
Cristina Cubillas
Keyword(s):  
Academic Achievement ◽  
Learning Environment ◽  
Learning Styles ◽  
Learning Style ◽  
State University ◽  
Data Set ◽  
P Values ◽  
Factors Affecting ◽  
Study Habit ◽  
The Relationship

The study assessed the relationship between the factors affecting the academic achievement of the dean’s listers’ of Caraga State University. It involves the total population of the dean’s listers in the said university. The independent variables are those pre-determined factors’ affecting the academic achievement of the dean’s listers’ of Caraga State University and the dependent variable is the grades of the dean’s listers’. The result shows the low relationship between the pre-determined factors and the academic achievement evidenced by the values of the p-values which are greater than. In terms of the academic achievement of the dean’s listers’ their grades signify their excellence in their different chosen fields. With regards to the pre-determined factors, the factor that got the highest mean is the teachers’ competence with 3.7639 and the lowest one is the learning environment with 3.6690. The study habits’ got the second spot among the 4 factors followed by the learning styles. Based on Spearmen Correlation analysis in the data gathered, the results revealed that there is no significant relationship between the pre-determined factors and the academic achievement of the dean’s listers’ of Caraga State University. The p-values obtained are less than 0.05 for all the data set; which is accepting the null hypothesis. The results clearly depict that the students’ study habit, learning style teachers’ competence and the learning environment has no influence on the achievement reached by the dean’s listers’. On the other hand, it is still very important to make and to maintain these factors visible in the academic arena for better learning and for a better outcome. The absence of these factors might affect the performances of the students in Caraga State University.

scholarly journals Peranan Faktor Demografik Dalam Hubungan Antara Motivasi, Gaya Pembelajaran, Disiplin Pembelajaran dan Pencapaian Akademik Pelajar

2018 ◽  
Vol 2 (1) ◽  
pp. 101
Author(s):  
Zamri Chik ◽  
Abdul Hakim Abdullah ◽  
Habsah Muda ◽  
Istikomah Istikomah
Keyword(s):  
Academic Achievement ◽  
Learning Styles ◽  
Learning Style ◽  
Fourth Graders ◽  
Islamic Education ◽  
Male And Female ◽  
Moderation Effect ◽  
Motivation And Learning ◽  
The Relationship ◽  
Female Marriage

Demographic factors are factors that determine the relationship between motivation, learning style and learning discipline on the academic achievement of Islamic education. Indeed, this study was carried out to determine the relationship between the motivation, learning style and learning discipline to the academic achievement of Islamic education. A total of 260 fourth graders become study samples. The study shows that male genitalia have a modest impression (moderator) that is significant in the relationship between motivation and academic achievement, but female females are not and the conclusion that females have a full moderation in this relationship. Both jantina (male and female) do not have a significant moderating impression in the relationship between motivation and learning discipline and the conclusion that jantina does not have a simple moderation effect in this relationship. Furthermore, the two jantinas (male and female) have a significant moderating impression in the relationship between learning styles and academic achievement and the conclusion is that Jantina has a partial mediation in this relationship. Whenever, female marriage is a significant moderator in the relationship between the discipline of learning and academic achievement, but male sex is not and the conclusion that the female has a full moderation in this relationship.

HUBUNGAN GAYA BELAJAR SISWA TERHADAP ASPEK PENGETAHUAN SISWA PADA MATA PELAJARAN SISTEM KOMPUTER DI SMK IT RAHMATAN KARIMAH BENGKULU TENGAH

2020 ◽  
Vol 1 (01) ◽  
pp. 13-20
Author(s):  
Dian Saputra
Keyword(s):  
Learning Styles ◽  
Computer System ◽  
Learning Style ◽  
Descriptive Analysis ◽  
Visual Learning ◽  
Auditory Learning ◽  
Analysis Techniques ◽  
Post Test ◽  
The Subject ◽  
The Relationship

This study aims to find out the relationship between learning style and students’ knowledge aspect on Computer System Subject at SMK IT Rahmatan Karimah of  Central Bengkulu, the type of research is quantitative and the subject of research is grade X in SMK IT Rahmatan Karimah of  Central Bengkulu. Data collection techniques using observation, Questionnaire and documentation. Data analysis techniques used were Descriptive Analysis, and inferential Statistical Analysis. The results of visual learning style post-test were 11 people with a mean of 76.36, an auditory learning style of 8 people at a mean of 62.14, a kinesthetic learning style of 3 people at a mean of 50.33, apart from that (r x y = 2.35) and the magnitude of r is reflected in the table (r table = 0.4132). Then rxy > r table ie = 2.35> 0.4132. In other words, Ho is rejected and Ha is accepted. It has a significant relationship between the learning styles of students and students’ knowledge aspect on Computer System Subject of grade X TKJ in SMK IT Rahmatan Karimah of  Central Bengkulu

The Impact of Foreign Language Learning Style on Strategies Preferences in Art Colleges

2014 ◽  
Vol 971-973 ◽  
pp. 2677-2680
Author(s):  
Di Jiao
Keyword(s):  
Foreign Language ◽  
Learning Styles ◽  
Language Learning ◽  
Learning Strategies ◽  
Learning Style ◽  
Foreign Language Learning ◽  
English Learning ◽  
Factors Affecting ◽  
The Impact ◽  
The Relationship

Factors affecting students’ English learning performances are always debated among language researchers. This research is carried out in art colleges to figure out the students’ preferences in learning styles and learning strategies as well as the relationship between them. Questionnaires have been applied and data have been dealt with by SPSS. This research has shown that students in the art college tend to be visual and individual learners, and thus they prefer to adopt metacognitive, memory and affective strategies.

scholarly journals The Relationship between Teachers’ Beliefs of Grammar Instruction and Classroom Practices in the Saudi Context

2016 ◽  
Vol 9 (7) ◽  
pp. 70 ◽  
Author(s):  
Bayan Alghanmi ◽  
Nadia Shukri
Keyword(s):  
Learning Styles ◽  
Teacher Development ◽  
Classroom Environment ◽  
English Language ◽  
Classroom Practices ◽  
Grammar Instruction ◽  
Grammar Teaching ◽  
Teachers Beliefs ◽  
English Language Institute ◽  
The Relationship

<p>Teacher cognition (Borg, 2015) of grammar instruction is a relatively new phenomenon that has yet to be explored in the Saudi context. While many studies have focused on the teaching of grammar in general (Ellis, 2006; Corzo, 2013; Braine, 2014), further research needs to be done - particularly when it comes to understanding teachers’ beliefs of grammar and grammar instruction as well as their practices in the classroom. This case study investigates the relationship between teachers’ beliefs of grammar and grammar instruction and their instructional practices. In the first stage, a sample of 30 teaching faculty members at the English Language Institute (ELI) at the University of Jeddah (UJ), in Saudi Arabia completed a survey discussing their beliefs related to grammar instruction. In the second stage, ten of these teachers were observed in classroom in order to explore the relationship between their beliefs and practices. In the third and final stage, open-ended questions were distributed to the teachers after the observations to better understand the factors that influence their beliefs. The findings reveal that teachers’ beliefs are indeed reflected in their classroom practices. Students’ proficiency level, attitudes toward the language, needs, learning styles, classroom environment, and teacher development are six factors that influence the transformation of teachers’ beliefs regarding grammar and grammar instruction into practices. These findings will help broaden the discussion on how to improve the quality of grammar teaching, particularly in the Saudi EFL classroom.</p>

Student Personality and Learning Outcomes in E-Learning

2011 ◽  
pp. 294-315 ◽  
Author(s):  
Eyong B. Kim
Keyword(s):  
Learning Outcomes ◽  
Learning Style ◽  
Big Five ◽  
Classroom Environment ◽  
Traditional Classroom ◽  
Web Based ◽  
Big Five Model ◽  
E Learning ◽  
Personality Models ◽  
The Relationship

Web-based courses are a popular format in the e-learning environment. Among students enrolled in Web-based courses, some students learn a lot, while others do not. There are many possible reasons for the differences in learning outcomes (e.g., student’s learning style, satisfaction, motivation, etc.). In the last few decades, students’ personality has emerged as an important factor influencing the learning outcomes in a traditional classroom environment. Among different personality models, the Big-Five model of personality has been successfully applied to help understand the relationship between personality and learning outcomes. Because Web-based courses are becoming popular, the Big-Five model is applied to find out if students’ personality traits play an important role in a Web-based course learning outcomes.

scholarly journals The Relationship Between the VARK Learning Styles and Academic Achievement in Dental Students

2020 ◽  
Vol Volume 11 ◽  
pp. 15-19 ◽  
Author(s):  
Hamid Reza Mozaffari ◽  
Maryam Janatolmakan ◽  
Roohollah Sharifi ◽  
Fatemeh Ghandinejad ◽  
Bahare Andayeshgar ◽  
...  
Keyword(s):  
Academic Achievement ◽  
Learning Styles ◽  
Dental Students ◽  
The Relationship

scholarly journals The Relationship between Learning Styles and Career Decision-Making Self-Efficacy among Medicine and Dentistry Students of Ardabil University of Medical Sciences

2020 ◽  
Vol 2020 ◽  
pp. 1-6
Author(s):  
Robab Farhang ◽  
Ulduz Zamani Ahari ◽  
Samira Ghasemi ◽  
Aziz Kamran
Keyword(s):  
Decision Making ◽  
Learning Styles ◽  
Learning Style ◽  
Self Efficacy ◽  
Career Decision ◽  
Dental Students ◽  
Career Decision Making ◽  
Medical Sciences ◽  
Chi Square ◽  
The Relationship

Background and Objectives. The career decision-making self-efficacy (CDSE) in medical, pharmacy, and dental students is more important than other disciplines due to professional sensitivity, direct involvement in decision-making for the treatment process, and the significant clinical involvement. It is also expected that learning styles can have a significant impact on the academic success, and the CDSE also affects the quality of clinical care. Therefore, the aim of this study was to examine the relationship between the learning styles and the career decision-making self-efficacy among medicine and dentistry students. Materials and Methods. This cross-sectional study was conducted on 235 medical interns and fifth- and sixth-year dental students of Ardabil University of Medical Sciences, Iran. The data were collected using Kolb Learning Style Inventory and Betz and Luzzo career decision-making self-efficacy questionnaire. Statistical tests such as Kolmogorov–Smirnov, Spearman correlation coefficient, Chi-square, one-way ANOVA were used to analyze the data. Results. The mean age of participants was 25.9 ± 1.30; a majority of them were dental students (134 persons, 59.3%), and 92 were medical students (40.7%). The predominant learning styles in dental and medical students were assimilating (40.3%) and converging (47.8%), respectively. There was no significant relationship between students’ learning styles and career decision-making self-efficacy and none of its subscales ( P > 0.05 ). The Chi-square test results showed that a significant difference was observed between the field of study and learning styles of the participants ( P = 0.024 ). Conclusion. This study showed that there was no significant relationship between learning style and career decision-making self-efficacy of the participants.

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