scholarly journals Learning Styles & Academic Performance of Teacher Education Students

2021 ◽  
pp. 86-96
Keyword(s):  
Teacher Education ◽  
Academic Performance ◽  
Academic Success ◽  
Learning Styles ◽  
Learning Style ◽  
P Value ◽  
First Year ◽  
Education Students ◽  
First Year Teacher ◽  
Teacher Education Students

Individual differences can be attributed to learning styles across students. It is the goal of this research to determine the students’ preferred learning styles and how well they performed academically. This study is a descriptive-correlation method of research on the learning style and academic performance of teacher education students. The results revealed that: First-year teacher education students have varied learning styles with social learning style as the most dominant. This implies that the first-year teacher education students prefer to learn in groups or with other people; The rating of the first-year teacher education students ranges from 1.6-2.0 which is equivalent to “very good” in the adjectival rating based on the grading system of the university, and The correlation analysis using the Pearson’s Product Moment Correlation of Coefficient result to a p-value which is greater than the level of significance (0.05) for all learning styles which means that there is no correlation between students' chosen learning techniques and their academic success.

scholarly journals Self-Directed Learning Through Computer-Aided Mathematics Instruction: First-Year Teacher Education Experience

2021 ◽  
Vol 11 (3) ◽  
pp. 79
Author(s):  
Folake Modupe Adelabu ◽  
Abongile Ngwabe ◽  
Jogymol Alex
Keyword(s):  
Teacher Education ◽  
Student Teachers ◽  
Mathematics Instruction ◽  
First Year ◽  
Education Students ◽  
Self Directed Learning ◽  
First Year Teacher ◽  
Computer Aided ◽  
Directed Learning ◽  
Teacher Education Students

Objective: The study investigates first-year teacher education students’ self-directed learning through Computer-Aided Mathematics Instruction (CAMI).Methods: A total of 230 first-year mathematics teachers specialising in Further Education and Training (FET) phase teaching participated in the study, where responses from 50 student teachers were purposively and conveniently selected to report on in this paper. A qualitative research method approach was used and open–ended questionnaires were utilised to collect the data for first-year teacher education students’ self-directed learning. The questionnaires were analysed using descriptive data analysis.Results: Results of the study revealed that CAMI was used to monitor students’ learning, the time the learning takes place, the performance of the student within the duration of time, and to evaluate student performance. The results also revealed the skills that characterised self-directed learning and active learning where the student teachers were motivated to learn more and to solve difficult problems in mathematics.Conclusions: The study recommends technology integration, such as CAMI, in teacher education and teaching and learning in the Higher Education Institutions (HEIs), to promote self-directed learning and support effective learning for future learners.

Learning Style Preferences of Undergraduate Nursing Students: A Systematic Review

2019 ◽  
Vol 21 (1) ◽  
Author(s):  
Tonderai Washington Shumba ◽  
Scholastika Ndatinda Iipinge
Keyword(s):  
Systematic Review ◽  
Academic Performance ◽  
Academic Success ◽  
Nursing Students ◽  
Learning Styles ◽  
Learning Style ◽  
Undergraduate Nursing Students ◽  
Learning Style Preferences ◽  
Undergraduate Nursing ◽  
Style Preferences

This study sought to synthesise evidence from published literature on the various learning style preferences of undergraduate nursing students and to determine the extent they can play in promoting academic success in nursing education of Namibia. A comprehensive literature search was conducted on electronic databases as a part of the systematic review. Although, kinaesthetic, visual and auditory learning styles were found to be the most dominant learning style preferences, most studies (nine) indicated that undergraduate nursing students have varied learning styles. Studies investigating associations of certain demographic variables with the learning preferences indicated no significant association. On the other hand, three studies investigating association between learning styles and academic performance found a significant association. Three studies concluded that indeed learning styles change over time and with academic levels. The more nurse educators in Namibia are aware of their learning styles and those of their students, the greater the potential for increased academic performance.

scholarly journals Modeling the relationship between motivational beliefs, cognitive learning strategies, and academic performance of teacher education students

2018 ◽  
Vol 49 (1) ◽  
pp. 122-135 ◽  
Author(s):  
Charles Magoba Muwonge ◽  
Ulrich Schiefele ◽  
Joseph Ssenyonga ◽  
Henry Kibedi
Keyword(s):  
Teacher Education ◽  
Academic Performance ◽  
Learning Strategies ◽  
Structural Equation ◽  
Cognitive Learning ◽  
Equation Modeling ◽  
Motivational Beliefs ◽  
Education Students ◽  
The Relationship ◽  
Teacher Education Students

Although self-regulated learning has received much attention over the past decades, research on how teacher education students regulate their own learning has been scarce, particularly in third world countries. In the present study, we examined the structural relationships between motivational beliefs, cognitive learning strategies, and academic performance among teacher education students in Uganda. The sample comprised of 1081 students selected from seven universities. Data were collected using several subscales from the modified Motivated Strategies for Learning Questionnaire and were analyzed by structural equation modeling. Cognitive learning strategies fully mediated the relationship between motivational beliefs and academic performance. Motivational beliefs contributed to students’ academic performance mainly through influencing their critical thinking and organizational skills. Therefore, interventions to improve teacher education students’ academic performance should focus not only on boosting their motivation but also on enhancing their use of cognitive learning strategies.

Scripting Computer-Supported Collaborative Learning

2010 ◽  
pp. 180-194 ◽  
Author(s):  
Päivi Häkkinen ◽  
Maarit Arvaja ◽  
Raija Hämäläinen ◽  
Johanna Pöysä
Keyword(s):  
Knowledge Construction ◽  
First Year ◽  
Future Prospects ◽  
Computer Supported Collaborative Learning ◽  
Education Students ◽  
Web Based ◽  
First Year Teacher ◽  
University Course ◽  
Teacher Education Students

In this chapter, we will present a review of theoretical and empirical analyses of Web-based collaboration processes used during a scripted university course. The results refer to a design-based study that involved first-year teacher-education students (N = 30) studying pedagogy over a period of three months. The intervention involved structuring the subjects’ collaborative actions with three different pedagogical scripts. According to the findings, the scripts guided students’ activities by helping them find resources for knowledge construction and work together through a series of steps. However, there were variations among groups in terms of quality of collaboration, and the students mostly cumulatively shared or constructed knowledge from similar perspectives. On the basis of the challenges raised in the SCORE and related studies, future prospects are outlined for the design of flexible pedagogical scripts.

scholarly journals Values and Performance of Teacher Education Students in the University of Eastern Philippines

2021 ◽  
pp. 39-46
Author(s):  
Vanessa Galit- Lluz
Keyword(s):  
Teacher Education ◽  
Academic Performance ◽  
Elementary Education ◽  
Family Income ◽  
Interpersonal Relation ◽  
College Level ◽  
Education Students ◽  
Statistical Tool ◽  
The University ◽  
Teacher Education Students

This paper evaluates the values and the academic performance of BEED 3 students in the University of Eastern Philippines - System. This study was specifically concerned in determining the demographic profile of the respondents in terms of age, sex, educational attainment of parents, family income, nature of employment of parents, number of children and religious affiliation. Further, this was undertaken to find out the level of the academic performance of students and the values practiced by the BEED 3 teacher education students in the three campuses of the University of Eastern Philippines System and to determine the significant relationship between the values practices by the BEED students and their academic performance. With the purpose to achieve a rigorous finding this study utilized the descriptive-correlational research design. The respondent of this study comprised the 90 students specializing in Bachelor in Elementary Education who were third year college students in the three campuses of the University of Eastern Philippines – System, drawn through a representative sample technique. Particularly the statistical tool used in this study were frequency counts, percentages, weighted mean and multiple regression analysis. Majority of the respondents were within 19-22 years of age and mostly were female. Their parents were college level, with a monthly income ranging from P 25, 000 to P 29, 000, government employees, with 5 to 6 children and Roman Catholic by faith. The students were very good in their academic performance in English, Mathematics and Values Education. However, the BEED students practiced more values in personalism, close family ties, smooth interpersonal relation, hard work and industry, love for God and rationalism. Moreover, the academic performance was significantly related to values because of the F ratio of 1.619 which is greater than the significant F of 0.206. The coefficient determination explained the degree of influence of values to academic performance, it can be inferred that students having favorable values have greater academic performance.

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