scholarly journals Investigating the Learning Styles Preferences of First-year B.Ed. Students Studying in a Public Sector University of Northern Sindh, Pakistan

sjesr ◽  
2021 ◽  
Vol 4 (1) ◽  
pp. 304-314
Author(s):  
Sania Nasir ◽  
Dr. Shahid Hussain Mughal ◽  
Amjad Ali Rind
Keyword(s):  
Public Sector ◽  
Learning Styles ◽  
Learning Style ◽  
Quantitative Research ◽  
Teaching And Learning ◽  
Teaching Style ◽  
Simple Random Sampling ◽  
Research Approach ◽  
Student Centered ◽  
Aural Learning

In a student-centered teaching and learning environment, students' needs, potentials, and learning styles are considered crucial. Therefore, teachers need to understand what learning styles students prefer to teach effectively. In the current study, a quantitative research approach has been adopted in this study within it descriptive research designed was used. To determine the preferred learning styles of B.Ed. students, VARK (Visual, Aural, Read/Write, and Kinesthetic) learning style model has been used. Since the data was collected using the VARK questionnaire, simple random sampling techniques were used. The reliability of the instrument was calculated through Cronbach α= 0.75. The sample of the study consists of 140 Bachelor of Education (B.Ed.) students of a Public Sector University located in Northern Sindh, Pakistan. The data were analyzed through descriptive statistics (percentages mean and standard deviation) to determine the most preferred style of learning of students. The results of the study revealed that 27.93% of the B.Ed. students have preferred aural learning style, 25.13% kinaesthetic learning style, 22.65% visual style of learning and 21.09% preferred read/write learning style respectively. To conclude that the majority of the B.Ed. students preferred aural learning style and the least preferred style of learning was read/write. Hence, B.Ed. students were driven towards an aural learning style. This study suggests that students learning styles are influenced by the teacher’s teaching style. Therefore, the teacher can determine his/her teaching style by using the score of the VARK questionnaire. The study recommends that another study can be conducted by the teachers to learn about the larger number of students’ preferred learning styles. The teacher can also address a mixture of learning styles. In the classroom, there are always diverse learners. In that case, the teacher can use integrated teaching style which can address all learners preferred teaching style.

scholarly journals Teachers’ Perception on Students’ Learning Style and Their Teaching

2019 ◽  
Vol 7 (1) ◽  
pp. 11-19
Author(s):  
Agustrianita Agustrianita ◽  
Didi Suherdi ◽  
Pupung Purnawarman
Keyword(s):  
Learning Styles ◽  
Learning Style ◽  
Teaching Methods ◽  
Quantitative Research ◽  
Teaching Style ◽  
Group Discussion ◽  
English Teachers ◽  
Research Approach ◽  
Teachers Perceptions ◽  
Teaching Learning

Lack of teachers’ understanding in students’ learning styles and their teaching could cause unfacilitated teaching methods for example through the use of traditional lecturing methods. This issue brings the importance of this research objective to investigate teachers’ perceptions about learning style, their teaching, and the applied methods in the classroom. This study uses a quantitative research approach that is the analysis of learning style types for different students at different grade levels. To find out the perceptions of English teachers in this study, information was collected through 20 closed questions with data analysis to find out how the learning style influenced the teaching learning process of 28 English teachers. The findings of this study suggest that teachers’ understand about students’ different learning styles, so they adopt their students’ learning styles to their teaching. The last, teachers agree to use group discussion rather than lecturing methods by integrating ICT. In conclusion, teachers’ perception on students’ learning styles can increase their awareness to design teaching methods that differentiate students’ learning styles. Abstrak Kelangkaan pemahaman guru mengenai gaya belajar siswa dan bagaimana cara mengajarnya yang tepat dapat disebabkan oleh metode mengajar yang tidak bersifat fasilitatif, misalnya masih berupa perkuliahan tradisional. Oleh karena itu, penting untuk meneliti persepsi guru mengenai gaya belajar, cara mengajarnya, dan implementasinya di kelas. Penelitian ini menggunakan pendekatan kuantitatif yang fokus pada beragam gaya belajar siswa pada kelas-kelas yang berbeda. Infomasi diperoleh dengan memberikan 20 pertanyaan tertutup untuk mencari tahu bagaimana gaya belajar memengaruhi proses pembelajaran di kelas Bahasa Inggris (28 guru). Penelitian ini menemukan bahwa guru memahami keragaman gaya belajar siswa, sehingga mereka mengadopsi gaya belajar siswa dalam pengajaran mereka. Guru juga sepakat menggunakan kelompok diskusi ketimbang perkuliahan tradisional dengan mengintegrasikan Teknologi Informasi dan Komunikasi (TIK). Dapat disimpulkan bahwa persepsi guru terhadap gaya belajar siswa meningkatkan kepedulian mereka dalam mengembangkan metode mengajar yang beragam sesuai keragaman belajar siswa. Keywords: Students’ learning style, teaching style

Moving Beyond Traditions

2012 ◽  
Vol 2 (1) ◽  
pp. 31-45 ◽  
Author(s):  
Anders Berglund
Keyword(s):  
Learning Styles ◽  
Learning Style ◽  
Engineering Students ◽  
Deep Level ◽  
Teaching Style ◽  
Past Research ◽  
Student Centered ◽  
Collective Work ◽  
Common Learning ◽  
Thesis Writing

Student learning is built on native ability, prior preparation and experiences but also by the compatibility of his or her learning style and the instructor’s teaching style. Past research (Kolb, 1984; Felder & Silverman, 1988; Baillie & Moore, 2004; Biggs & Tang, 2007; Crawley, Malmqvist, Ostlund, & Brodeur, 2007) indicate mismatches between engineering students’ common learning styles and traditional teaching styles. This paper addresses a transition from a teacher centered approach to a collaborative student centered approach. A longitudinal study of bachelor thesis redesign is described by following the progression in three parallel courses over four consecutive years. Moving beyond the traditional practices of individual thesis writing, a strict individual assignment has been transformed where roughly 50% now originates from collective work efforts. Findings show support to a collective approach when working with bachelor thesis writing as work groups become self-governed, attached with a creative disposition, pursuing functioning knowledge, key generic skills of industrial relevance, and collectively supporting deep level learning.

scholarly journals PENGARUH CARA MENGAJAR GURU TERHADAP HASIL PRESTASI SISWA

JENTRE ◽  
2020 ◽  
Vol 1 (1) ◽  
pp. 19-23
Author(s):  
Niar Yuniarti
Keyword(s):  
Learning Styles ◽  
Teacher Learning ◽  
Learning Outcomes ◽  
Learning Style ◽  
Quantitative Research ◽  
Teaching Style ◽  
Visual Learning ◽  
Secondary Data ◽  
Research Subject ◽  
Learning Achievement

The research departs from the belief that in addition to the teacher style in teaching the students, the teacher's learning style also affects the learning achievement students have gained. This research uses quantitative research. The research subject is 30 teachers of Madrasa in the Ministry of Religious Affairs who have followed a training. To support the research, questionnaire, interview, and observation were used as primary and secondary data. The results conclude that the teacher's learning style is much more visually compared to other styles of learning, the visual learning style focuses on vision. It shows that teacher learning styles have no correlation with the teacher's teaching style. In verificative analysis also gained the teacher's teaching style is lower to the student's learning outcomes.

scholarly journals A Survey for Need Assessment to Classify Learning Styles of Students Studying in Master Degree Programs at Universities

2018 ◽  
Vol 34 (2) ◽  
Author(s):  
Zafar Iqbal ◽  
Zill E Huma ◽  
Sana Nasir
Keyword(s):  
Individual Differences ◽  
Public Sector ◽  
Learning Styles ◽  
Survey Research ◽  
Learning Style ◽  
Mass Communication ◽  
Teaching Style ◽  
Degree Programs ◽  
Public And Private ◽  
Public And Private Sector

Students’ learning is highly subjective owing to their individual differences, environment and background which decide their learning styles. The purpose of this study was to explore learning styles of university students owing to generic role in their learning. There is need to assess whether students of different universities with different backgrounds but with same discipline prefer same or different learning styles. Four general universities were selected; two from each, public sector and privatesector.314 students were involved in the study from selected universities. A questionnaire was developed in the light of literature to explore learning styles of students mainly based on Grasha Reichmann Learning Style Survey (1974). Survey research design was used to collect data. The number of students against every learning style was calculated through statistical distribution. To infer the significance of results, t-test and ANOVA were applied. The findings showed that learning styles were closely linked gender wise. Further, there was no vast difference in learning styles of the students in respect of public and private sector universities. Subject based results are generally aligned but there are variations in couple of subjects like mass communication. The study concludes that students use variety of learning styles in different situations. If teacher used teaching style compatible to preferred students learning style then they would take more interest in the lesson and learn better.

scholarly journals Adaptive Education based on Learning Styles: Are Learning Style Instruments Precise Enough?

2018 ◽  
Vol 13 (09) ◽  
pp. 41 ◽  
Author(s):  
Alzain Alzain ◽  
Steve Clark ◽  
Gren Ireson ◽  
Ali Jwaid
Keyword(s):  
Learning Styles ◽  
Learning Style ◽  
Quantitative Research ◽  
Research Approach ◽  
Education Systems ◽  
Instru Ment ◽  
New Learning ◽  
Textual Form ◽  
Infor Mation

Investigating the efficiency of learning style instruments is significant because it is a widespread technique and it enriches the understanding of the challenges of integrating such instruments into adaptive education systems. The results showed that current learning style instruments depend only on the textual form of infor-mation to present items; this might be leading to a bias in the measurement of learning styles as the textual forms of information are more suitable for verbal students than for others. The purpose of this paper is to investigate the precision of learning style instruments and the challenges of integrating them into adaptive education systems. This research followed a quantitative research approach. First, a new learning style instrument was developed using different forms of infor-mation (Figures, Charts, and Equations). Then, the preferred learning style of fif-ty students was measured twice, initially, by using the newly developed instru-ment and subsequently by using a VARK instrument, the results of both were compared.

scholarly journals The Relationship Between Teaching Styles of English Instructors and Learning Styles of English Prep Class Students at a Turkish State University

2020 ◽  
Vol 16 (3) ◽  
pp. 15
Author(s):  
ABDULKADIR DURMUS ◽  
Meral GÜVEN
Keyword(s):  
Learning Styles ◽  
Learning Style ◽  
Teaching And Learning ◽  
Teaching Style ◽  
Teaching Styles ◽  
Correlation Coefficients ◽  
Maximum Level ◽  
State University ◽  
Package Program ◽  
Turkish State

It is necessary to be aware of both teaching and learning styles and employing them in teaching and learning processes and as the two important stakeholders of this process, both learners and teachers are expected to benefit from each other at maximum level especially in terms of considering the needs of learners. This study aims to find out if there is a relationship between teaching styles of instructors working at Anadolu University School of Foreign Languages (AUSFL) and learning styles of students studying at English prep class. Data of the study were collected through Grasha-Reichmann Teaching and Learning Style Scales which Sarıtaş & Süral (2010)  adapted to Turkish. SPSS package program was used in the descriptive analyses of the study and Pearson’s moment correlation coefficients in correlation calculations. Significant relationships between formal authority teaching style and avoidant learning style, and between personal model teaching style and competitive learning style were found in the study. As for the other teaching and learning styles, although there wasn’t any significant relationship among each other, considering the average values, it can be said that there was a linear relationship among them which led to consider that a partial relationship existed.  

scholarly journals An Investigation between Multiple Intelligences and Learning Styles

2018 ◽  
Vol 6 (2) ◽  
pp. 125 ◽  
Author(s):  
Sabriye Şener ◽  
Ayten Çokçalışkan
Keyword(s):  
Learning Styles ◽  
Multiple Intelligences ◽  
Learning Style ◽  
Quantitative Research ◽  
Multiple Intelligence ◽  
School Students ◽  
Student Centered ◽  
Perceptual Learning Style ◽  
Significant Difference ◽  
Design Activities

Exploring learning style and multiple intelligence type of learners can enable the students to identify their strengths and weaknesses and learn from them. It is also very important for teachers to understand their learners’ learning styles and multiple intelligences since they can carefully identify their goals and design activities that can teach to the different intelligences, and design student-centered activities. This study aims to reveal secondary school students’ multiple intelligences and learning styles. It also aims to describe gender differences and the relationship between learning styles and multiple intelligences of the students. The research study employed a quantitative research design and the data were collected from the students of a state school in the winter term of 2015-2016 Education Year. The data were gathered by means of the two instruments: The Perceptual Learning-Style Preference Questionnaire (PLSPQ), and the Multiple Intelligence Inventory. It was observed that the students had almost all these types of learning styles but mostly they were found to be tactile and auditory learners. The three intelligence groups: Naturalistic, Visual and Kinesthetic intelligences types received the highest score. The analyses also indicated that there was a significant difference between males and females. It was seen that most of the intelligence types and learning styles had a moderate positive correlation.

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.

scholarly journals Student learning styles: Implications for interprofessional education program design

2020 ◽  
Vol 2 (1) ◽  
pp. 101-112
Author(s):  
Todd Michael Tedrow ◽  
◽  
Jennifer Anderson ◽  
Keyword(s):  
Learning Styles ◽  
Student Learning ◽  
Learning Style ◽  
Interprofessional Education ◽  
Quantitative Research ◽  
Learning Experience ◽  
Academic Disciplines ◽  
Cross Sectional ◽  
Student Centered ◽  
Student Learning Style

This cross-sectional, exploratory, quantitative research project investigated differences in students’ learning styles across multiple academic disciplines. The Grasha-Reichmann Student Learning Style Scales (GRSLSS) was selected which presents six learning styles: independent, avoidant, collaborative, dependent, competitive, and participant. Surveys were administered to students (N = 448) registered in professional preparatory programs (n = 6) at a Midwest regional commuter-based campus. Results support the need for interprofessional education initiatives to be developed from a student-centered perspective where the attributes of learners are interwoven – explicitly and implicitly, into the learning experience.

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