Cross-Sectional Evaluation of Distance Education Students' Learning Styles and Critical Thinking Dispositions in Turkey

2015 ◽  
Vol 13 (1) ◽  
pp. 70-86
Author(s):  
İsmail Yüksel ◽  
Ercüment Türkses
Keyword(s):  
Distance Education ◽  
Critical Thinking ◽  
Learning Styles ◽  
Learning Style ◽  
Female Students ◽  
Male Students ◽  
Education Students ◽  
Cross Sectional ◽  
Thinking Dispositions ◽  
Critical Thinking Dispositions

This study aims to examine distance education students' learning styles and critical thinking dispositions. This cross sectional survey was conducted on 114 Turkish distance education students from various departments in a state university. The data of the study were collected through Grasha-Riechmann Student Learning Style Scale (GRSLSS) and California Critical Thinking Disposition Inventory (CCTDI). Cronbach Alpha coefficiencies of the scales were .76 for GRSLSS and .79 for CCTDI. To analyze the data, descriptive statistics (frequencies, percentages, means and standard deviations), t-test and one-way analysis of variance tests were used. The results indicated that the dependent learning style was the most preferred style and the avoidant learning style was the least preferred style. The further analysis regarding learning style indicated that female students perceived themselves more dependent than male students. The results also indicated that students in teacher training programs scored higher in independent and avoidant sub-scales, while students in arts and sciences programs scored higher in dependent, collaborative, competitive and participant sub-scales. The results manifested that students' critical thinking dispositions were at a low level, and they mostly had analyticity and open-mindedness dispositions. Female students were found to have more critical thinking dispositions than male students.

Cross-Sectional Evaluation of Distance Education Students' Learning Styles and Critical Thinking Dispositions in Turkey

2016 ◽  
pp. 1347-1363
Author(s):  
İsmail Yüksel ◽  
Ercüment Türkses
Keyword(s):  
Distance Education ◽  
Critical Thinking ◽  
Learning Styles ◽  
Learning Style ◽  
Female Students ◽  
Male Students ◽  
Education Students ◽  
Cross Sectional ◽  
Thinking Dispositions ◽  
Critical Thinking Dispositions

This study aims to examine distance education students' learning styles and critical thinking dispositions. This cross sectional survey was conducted on 114 Turkish distance education students from various departments in a state university. The data of the study were collected through Grasha-Riechmann Student Learning Style Scale (GRSLSS) and California Critical Thinking Disposition Inventory (CCTDI). Cronbach Alpha coefficiencies of the scales were .76 for GRSLSS and .79 for CCTDI. To analyze the data, descriptive statistics (frequencies, percentages, means and standard deviations), t-test and one-way analysis of variance tests were used. The results indicated that the dependent learning style was the most preferred style and the avoidant learning style was the least preferred style. The further analysis regarding learning style indicated that female students perceived themselves more dependent than male students. The results also indicated that students in teacher training programs scored higher in independent and avoidant sub-scales, while students in arts and sciences programs scored higher in dependent, collaborative, competitive and participant sub-scales. The results manifested that students' critical thinking dispositions were at a low level, and they mostly had analyticity and open-mindedness dispositions. Female students were found to have more critical thinking dispositions than male students.

scholarly journals The prediction level of high school students’ learning styles on critical thinking dispositions

2013 ◽  
Vol 3 (4) ◽  
pp. 83-96
Author(s):  
Cemil Yücel ◽  
Ufuk Uluçınar
Keyword(s):  
High School ◽  
High School Students ◽  
Critical Thinking ◽  
Learning Styles ◽  
Learning Style ◽  
School Students ◽  
Thinking Dispositions ◽  
Causal Thinking ◽  
Critical Thinking Dispositions ◽  
Turkish Language

The purpose of this study is to investigate whether there is a predictive effect of learning styles on critical thinking dispositions of high school students. Thus, it aims to determine how much of learning styles used by high school students depending on the nature of learning settings explain the variance in critical thinking dispositions. The sample of the study is composed of 271 high school students chosen randomly from three high schools. The data was collected using Critical Thinking Dispositions Scale developed by reseachers and Learning Styles Scale developed by Reichmann-Grasha and adapted into Turkish language by Koçak (2007). The findings indicated that while high school students learning styles (systematically study, dependence on teachers and cooperation in classroom) predict significantly causal thinking, courisity and openmindedness dispositions, competitive learning style does not predict significantly the critical thinking dispositions.

scholarly journals Cognitive Learning Styles Used by Male and Female Students in Grade 10 of Natural Science of “X” School in Surabaya

K ta Kita ◽  
2019 ◽  
Vol 7 (1) ◽  
pp. 64-70
Author(s):  
Febe Widarma
Keyword(s):  
Mixed Methods ◽  
Learning Styles ◽  
Key Words ◽  
Learning Style ◽  
Natural Science ◽  
Cognitive Learning ◽  
Female Students ◽  
Male Students ◽  
Science Class ◽  
Male And Female

This study identifed male and female’s cognitive learning styles and found out the differences and similarities the cognitive learning styles between male and female students in grade 10 of “X”school in Surabaya. There were twenty six students in Natural Science class (X-IPA1). The main theory for this study is from Ehrman (1996) about Cognitive Learning Styles. The method was mixed-methods. The researcher distributed questionnaires adapted from Ehrman and Leaver (2002b) ind interview to the students in order to know their cognitive learning styles. The findings showed that male students were concrete and female students were analog learners. Additionally, the finding also showed that the male and female students had five similarities and five differences. English teachers will be easier to conduct classroom activites based on the findings of male and female students’ cognitive learning styles. Key words: Cognitive learning styles, learning style, gender

GAYA BELAJAR PESERTA DIDIK DITINJAU DARI PERBEDAAN JENIS KELAMIN

2020 ◽  
Vol 2 (1) ◽  
pp. 23
Author(s):  
Fatmawati Fatmawati ◽  
Muhammad Yusuf Hidayat ◽  
Eka Damayanti ◽  
Muhammad Rusydi Rasyid
Keyword(s):  
Statistical Analysis ◽  
Learning Styles ◽  
Learning Style ◽  
Visual Learning ◽  
Female Students ◽  
Male Students ◽  
Sample Population ◽  
Male And Female ◽  
Design Learning ◽  
A Value

AbstrakPenelitian ini bertujuan untuk mengetahui perbedaan gaya belajar antara peserta didik laki-laki dengan perempuan di MTs Madani Pao-Pao. Penelitian kuantitatif jenis komparatif ini menggunakan sampel populasi sebanyak 255 peserta didik. Data yang terkumpul menggunakan instrumen skala gaya belajar dan dianalisis menggunakan statistik deskriptif dan statistik inferensial. Hasil analisis statistik inferensial uji Anova menunjukkan nilai sign sebesar 0,033 (p < 0,05), dengan demikian dapat disimpulkan terdapat perbedaan gaya belajar pada peserta didik laki-laki dengan perempuan di MTs Madani Pao-pao. Hasil deskriptif menunjukkan peserta didik laki-laki lebih dominan memiliki gaya belajar visual sedangkan peserta didik perempuan dominan memiliki gaya belajar kinestetik. Hasil penelitian ini menjadi informasi penting bagi guru agar mendesain pembelajaran dengan memperhatikan perbedaan gaya belajar peserta didik. AbstractThis study aims to determine differences in learning styles between male and female students of MTs Madani Pao-Pao. This comparative study had a sample population of 255 students. The data collected using a scale of learning style scale which was analyzed by descriptive and inferential statistics. The inferential statistical analysis of the Anova test showed a value of 0.033 (p <0.05). it can be summed up that there were differences in learning styles between male and female learners in MTs Madani Pao-Pao. In addition, male students had a more dominant visual learning style while female students had a dominant kinesthetic learning style. The results of this study become important information for teachers to design learning by paying attention to the learning styles of students.

scholarly journals Preferred Learning Styles of Medical and Physiotherapy Students

2017 ◽  
Vol 23 (1) ◽  
Author(s):  
Rahila Nizami ◽  
Muhammad Zahid Latif ◽  
Gohar Wajid
Keyword(s):  
Learning Styles ◽  
Learning Style ◽  
Male Students ◽  
Cross Sectional ◽  
Medical College ◽  
Instructional Activities ◽  
New Information ◽  
A Minor ◽  
Assessment Strategies ◽  
Physiotherapy Students

<p><strong>Background:</strong><strong>  </strong>Learning styles are the ways students learn, intake and process new information. The contribution of learning styles for educational quality is evident and have important implications to develop effective curricula. Teachers can effectively plan instructional activities if they know the learning styles of students. This study was conducted to find out the preferred learning styles of medical and physiotherapy students.<strong></strong></p><p><strong>Methods:</strong><strong>  </strong>This cross sectional descriptive study was conducted at Azra Naheed Medical College Lahore from January to March 2014. Honey and Muffard Learning Style Questionnaire (LSQ) was used to assess the preferred learning styles. The medical students of 3rd year and 6th semester physiotherapy class were invited for the study. The collected data was organized and analyzed by the use of statistical tools.</p><p><strong>Results:</strong><strong>  </strong>120 students participated in this study, out of which 60 (50 %) were students of MBBS class whereas 60 (50 %) were of physiotherapy class. 48 (40%) were male students and 72 (60%) were female students. Both the groups have reflector as dominating learning style with a minor difference of (40%) and (42.5%) for medical and physiotherapy respectively.</p><p><strong>Conclusion:</strong><strong>  </strong>Students have different learning styles and require versatile instructional and assessment strategies. Preferred learning style of medical and physiotherapy students found in this study is reflector, however all the learning styles are present in both groups.<strong></strong></p>

Gender differences in learning style preferences among undergraduate physiology students

2007 ◽  
Vol 31 (2) ◽  
pp. 153-157 ◽  
Author(s):  
Erica A. Wehrwein ◽  
Heidi L. Lujan ◽  
Stephen E. DiCarlo
Keyword(s):  
Learning Styles ◽  
Learning Style ◽  
Single Mode ◽  
Female Students ◽  
Male Students ◽  
Learning Approaches ◽  
Learning Style Preferences ◽  
Gender Information ◽  
Physiology Laboratory ◽  
Style Preferences

Students have individual learning style preferences including visual (V; learning from graphs, charts, and flow diagrams), auditory (A; learning from speech), read-write (R; learning from reading and writing), and kinesthetic (K; learning from touch, hearing, smell, taste, and sight). These preferences can be assessed using the VARK questionnaire. We administered the VARK questionnaire to undergraduate physiology majors enrolled in a capstone physiology laboratory at Michigan State University; 48 of the 86 students (55.8%) who returned the completed questionnaire voluntarily offered gender information. The responses were tallied and assessed for gender difference in learning style preference; 54.2% of females and only 12.5% of males preferred a single mode of information presentation. Among the female students, 4.2% of the students preferred V, 0% of the students preferred A, 16.7% of the students preferred printed words (R), and 33.3% of the students preferred using all their senses (K). In contrast, male students were evenly distributed in preference, with 4.2% of the students preferring A, R, or K, respectively, while 0% of the students preferred V. Furthermore, 45.8% of female and 87.5% of male respondents preferred multiple modes [female: 2 modes (12.5%), 3 modes (12.5%), and 4 modes (20.8%); males: 2 modes (16.7%), 3 modes (12.5%), and 4 modes (58.3%)] of presentation. In summary, a majority of male students preferred multimodal instruction, specifically, four modes (VARK), whereas a majority of female students preferred single-mode instruction with a preference toward K. Thus, male and female students have significantly different learning styles. It is the responsibility of the instructor to address this diversity of learning styles and develop appropriate learning approaches.

Assessment outcome is weakly correlated with lecture attendance: influence of learning style and use of alternative materials

2012 ◽  
Vol 36 (2) ◽  
pp. 108-115 ◽  
Author(s):  
Dane M. Horton ◽  
Steven D. Wiederman ◽  
David A. Saint
Keyword(s):  
Academic Performance ◽  
Learning Styles ◽  
Learning Style ◽  
Female Students ◽  
Male Students ◽  
Final Exam ◽  
Bachelor Of Science ◽  
Average Percentage ◽  
Lecture Recordings ◽  
Alternative Materials

The relation between lecture attendance and learning is surprisingly weak, and the role of learning styles in this is poorly understood. We hypothesized that 1) academic performance is related to lecture attendance and 2) learning style influences lecture attendance and, consequently, affects performance. We also speculated that the availability of alternative resources would affect this relationship. Second-year Bachelor of Science physiology students ( n = 120) self-reported their lecture attendance in a block of 21 lectures (attendance not compulsory) and use of alternative resources. Overall self-reported lecture attendance was 73 ± 2%. Female students ( n = 71) attended more lectures (16.4 ± 0.6) than male students (14.3 ± 0.08, n = 49) and achieved a higher composite mark in all assessments (73.6% vs. 69.3%, P < 0.02). Marks in the final exam were not statistically different between the sexes and correlated only weakly with lecture attendance ( r = 0.29, n = 49, P < 0.04 for male students; r = 0.10, n = 71, P = not significant for female students; and r =0.21, n = 120, P < 0.02 for the whole class). Of the students who passed the exam, poor attenders (<11 lectures) reported significantly more use of lecture recordings (37 ± 8%, n = 15, vs. 10 ± 1%, n = 85, P < 0.001). In a VARK learning style assessment (where V is visual, A is auditory, R is reading/writing, and K is kinesthetic), students were multimodal, although female students had a slightly higher average percentage of the R learning style (preferred read/write) compared with male students (28.9 ± 0.9%, n = 63, vs. 25.3 ± 1.3%, n = 32, P < 0.03). Lecture attendance was not correlated with measured learning style. We concluded that lecture attendance is only weakly correlated with academic performance and is not related to learning style. The substitution of alternative materials for lecture attendance appears to have a greater role than learning style in determining academic outcomes.

scholarly journals Critical thinking dispositions of baccalaureate nursing students and their educators: A cross-sectional analytical study

2021 ◽  
Vol 4 (1) ◽  
pp. 9-15
Author(s):  
Nuzhat Sultana ◽  
Raisa Begum Gul
Keyword(s):  
Critical Thinking ◽  
Nursing Education ◽  
Nursing Students ◽  
Baccalaureate Nursing ◽  
Study Data ◽  
Cross Sectional ◽  
Factors Affecting ◽  
Thinking Dispositions ◽  
Critical Thinking Dispositions ◽  
The Difference

Background: Critical thinking is an imperative outcome of nursing education. However, several factors contribute to the development of critical being including critical thinking dispositions (CTDs). Objective: This study aimed to assess the critical thinking dispositions and factors affecting critical thinking dispositions of BScN students and their educators in twin city Rawalpindi and Islamabad, Pakistan. Methodology: A cross- sectional analytical design was used in this study. A consecutive sample of 215 BScN students and 63 educators participated in the study. Data were collected via Pakistan-Critical Thinking Dispositions Scale (P-CTDS) comprising 54 items under the seven constructs; responses were measured on 5-points Likert scale. Data were analyzed with SPSS version 22. Results: The findings showed that 52% of the educators were at the developed level of CTDs and nearly 48% at the developing level; whereas 76% students were inclined towards CTD and only 23% were found at the developed level of CTDs. Although with considerable difference in the scores of the 7 constructs, both, students and educators obtained highest scores on inquisitiveness and contextual perspective. Similarly, students and educators obtained low score on open-mindedness. The difference between students and their teachers was statistically significant for the total scores of CTDs as well as for the scores of six of seven constructs. Conclusion: Although educators exhibited stronger CTDs than their students, both have room for improvement, specifically their open mindedness. If educators are willing to challenge their personal assumptions, students will also emulate them.

scholarly journals Kinesthetic Learning Style Preferences: A Survey of Indonesian EFL Learners by Gender

2017 ◽  
Vol 2 (1) ◽  
pp. 53 ◽  
Author(s):  
Peptia Asrining Tyas ◽  
Mega Safitri
Keyword(s):  
Cultural Studies ◽  
Learning Styles ◽  
Learning Style ◽  
English Language ◽  
Educational Achievement ◽  
Survey Design ◽  
Language Education ◽  
Female Students ◽  
Male Students ◽  
English Department

This study investigated predominant learning style of 3rd semester students of English Language Education Program in Faculty of Cultural Studies at Universitas Brawijaya according to gender. Purposive sampling was used for this research and the sampling in this research was 100 students consist of 34 male students and 66 female students taken from 3rd semester English Department students of Faculty of Cultural Studies at Universitas Brawijaya. All participants were administered an Indonesian translated version of Reid’s (1984) Perceptual Learning Style Preference Questionnaire consisting of Visual, Auditory, Kinesthetic, Tactile, Group, and Individual, included 30 items. This study used quantitative survey design and Microsoft Excel 2007 as the analysis software. The validity and the reliability of this research were calculated by SPSS v.21. The result indicated that predominant male’s learning style was Kinesthetic and estimated by 14 male students (41%) while female students become Kinesthetic and Group and estimated the same percentage, 21 students (332%) for Kinesthetic and 21 (32%) students for Group. The result of the study also shows that both male and female tend to be Kinesthetic. It is suggested that to the English department to adjust the academic activities with the learning styles to enhance educational achievement and encouraging students take responsibility in their whole learning.

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