scholarly journals Learning styles of millennial students at a pharmacy school in the Philippines

2020 ◽  
pp. 265-272
Author(s):  
Darwin I Carrido ◽  
Romeo-Luis F Ramirez
Keyword(s):  
Learning Styles ◽  
Learning Style ◽  
Online Survey ◽  
The Philippines ◽  
Pharmacy Students ◽  
Instructional Approaches ◽  
Millennial Students ◽  
Significant Difference ◽  
Quasi Experimental ◽  
The Relationship

Background: The millennial generation already composes the majority of populations across different pharmacy schools in the Philippines. The need to explore millennial students’ learning styles and its governing factors thereby become more valuable in changing and innovating instructional approaches, designs, and strategies used in their learning environment. Aims: This study aimed to generally describe the learning styles of the millennial pharmacy students from a college institution in the Philippines using the Vermunt’s Inventory of Learning Styles (ILS). Specifically, it aimed to determine the appropriate approaches in response to the students’ learning styles, and the relationship between and among the variables of the study. Method: A quasi- experimental research design was employed in this study using online survey as the method of data collection. Descriptive statistical analysis was employed to analyse the data using Microsoft Office Excel 2013 and IBM Statistical Package for Social Sciences Statistics. Pearson’s correlation coefficient investigated the relationship between and among the independent and dependent variables, while t-test and one-way ANOVA tested for significant difference among groups. Results: There were 124 out of 168 students who participated in the study making the overall response rate at ~74%. The most prevalent learning style among the millennial pharmacy students enrolled in De La Salle Medical and Health Sciences Institute, College of Pharmacy is application- directed (3.85±0.46), followed by reproduction-directed (3.81±0.45), undirected (3.73±0.49) and lastly meaning-directed (3.52±0.54). The students’ perceived grades were significantly reflected by their learning styles. Conclusion: Results of this study may be used in increased capitalising and development of the learning style profile of millennial pharmacy students to application-directed approaches. Instructional approaches, designs and strategies must cater to how students learn effectively and strategically, and consider all possible governing factors that affect learning styles of students.

scholarly journals An Investigation Into Learners’ Autonomy At An Institution In Vietnam

2021 ◽  
Vol 04 (10) ◽  
Author(s):  
Pham Thu Trang ◽  
Keyword(s):  
Learning Styles ◽  
Learning Style ◽  
Mixed Method ◽  
Female Students ◽  
The Self ◽  
Mixed Method Research ◽  
Significant Difference ◽  
Medium Level ◽  
The Difference ◽  
The Relationship

The study employed a mixed method research design to investigate the self-perceived levels of learners’ autonomy at the institution where the researcher works. The study also explores the teachers’ support in fostering students’ autonomy. In addition, the study attempts to determine the relationship between genders, learning styles and the learners’ levels of autonomy. The main findings reveal that the level of learners’ autonomy where the study was conducted was at medium level (M = 2.66 out of 5.0 scale). In terms of the students’ perception of their teachers’ roles in fostering students’ autonomy, the finding of the current study reveals that it was quite supportive (M = 3.29 out of 5.0 scale). The finding also indicated that the difference in level of autonomy is not significant between male and female students (M = 2.667 for male compared with M = 2.668 for female students). Finally, the result showed that there a statistically significant difference in the levels of autonomy between students with different learning styles. To be specifically, the students who prefer kinesthetic learning style possess the highest level of autonomy (M = 2.75) compared with M = 2.60 and 2.59 for visual and individual learning style students. M=2.72; M=269 and M=2.62 are the level of autonomy for group, tactile and auditory students respectively.

scholarly journals An Investigation Of The Relationship Between Students’ Views On Homework And Their Learning Styles

2016 ◽  
Vol 12 (7) ◽  
pp. 47
Author(s):  
Ayten Iflazoglu Saban
Keyword(s):  
Academic Success ◽  
Learning Styles ◽  
Learning Style ◽  
Personal Information ◽  
Target Population ◽  
Grade Point ◽  
Significant Difference ◽  
The Difference ◽  
Learning Styles Inventory ◽  
The Relationship

The purpose of this study is to identify the relationship between students’ views on homework and their learning styles. The study follows a descriptive survey model. It is also an example of descriptive study in relational screening model. Target population is all first, second, third, and fourth year students who are enrolled in Çukurova University Primary School Classroom Teaching Department. The participants are 443 students who volunteered to fill in the data collection forms used in the study. Of the participants, 90 were first year, 103 were second year, 140 were third year, and 110 were fourth year students. 275 of the students participating in the study were female (62.1%) and 168 were male (37.9%). The data were collected through “Homework Attitudes Scale” developed by Gündüz (2005), Kolb’s Learning Styles Inventory (LSI) which was first examined for its applicability in Turkey by Aşkar and Akkoyunlu (1993), “Homework Purpose Scale”, “Homework Management Scale” and “Personal Information Form” developed by the researcher. No instruments were used to measure students’ academic success levels; their academic success was identified according to the overall mean score obtained from the scores they received from all lessons. Findings show that 141 students (31.8%) preferred assimilating learning style while 133 students (30%) preferred converging learning style. Dominant learning style was found to differ according to grade level and grade point average. The difference in terms of homework attitudes, homework purpose, and homework management scale mean scores was in favour of mostly students who have converging learning style. Besides, there was a significant difference in terms of doing homework on time in favour of students who have converging learning style, and there was a significant difference in terms of coming to class without homework in favour of students who have diverging learning style.

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 Student’s Learning Style and Achievement after Being Taught Contextually

2021 ◽  
Vol 6 (SI4) ◽  
pp. 103-107
Author(s):  
Zulkarnain Md Amin ◽  
Nafisah Kamariah Md Kamaruddin ◽  
Norziha Che Him ◽  
Ahmad Badruridzwanullah Zun
Keyword(s):  
Learning Styles ◽  
Learning Style ◽  
Engineering Students ◽  
Publishing House ◽  
Digital Learning ◽  
Significance Level ◽  
Significant Difference ◽  
Quasi Experimental ◽  
International Publishing ◽  
Open Access Article

Contextual learning combines examples taken from everyday experience. The purpose of this research is to identify whether learning contextually will improve students' achievement. A quasi-experimental design used. The engineering students were divided into contextual and non-contextual groups. The Neuro-Linguistics Programming (NLP) VAKD Preferred Representational Systems Test shows, majority of both groups use auditory digital learning styles. There is a significant difference at a significance level of .05, in the achievement test where the contextual groups performed better. The majority of the students in both groups are auditory digital learning styles, learning statistics contextually is an effective method for engineering students. Keywords: NLP VAKD, learning styles, statistics, contextual eISSN: 2398-4287© 2021. The Authors. Published for AMER ABRA cE-Bs by e-International Publishing House, Ltd., UK. This is an open access article under the CC BY-NC-ND license (http://creativecommons.org/licenses/by-nc-nd/4.0/). Peer–review under responsibility of AMER (Association of Malaysian Environment-Behaviour Researchers), ABRA (Association of Behavioural Researchers on Asians/Africans/Arabians) and cE-Bs (Centre for Environment-Behaviour Studies), Faculty of Architecture, Planning & Surveying, Universiti Teknologi MARA, Malaysia. DOI: https://doi.org/10.21834/ebpj.v6iSI4.2908

scholarly journals Model Problem Based LearningBerbantuanGeoGebradan ModelRealistic Mathematics Educationterhadap Representasi MatematisSiswaditinjau dari Gaya Kognitif

Jurnal Elemen ◽  
2020 ◽  
Vol 6 (2) ◽  
pp. 157-166
Author(s):  
Sofri Rizka Amalia ◽  
◽  
Dian Purwaningsih ◽  
An Nur Ami Widodo ◽  
EkaFarida Fasha ◽  
...  
Keyword(s):  
Learning Styles ◽  
Learning Style ◽  
Mathematical Representation ◽  
Realistic Mathematics Education ◽  
Realistic Mathematics ◽  
Field Independent ◽  
Significant Difference ◽  
Class 1 ◽  
Quasi Experimental ◽  
Pbl Model

This study aims to determine the differences in students' mathematical representations through the Problem Based Learning (PBL) model assisted by GeoGebra and Realistic Mathematics Education (RME) models, differences in the mathematical representation of students through GeoGebra-assisted PBL models with the RME model in terms of learning styles Field Independent (FI) and Field Field (FI) Dependent (FD). The research used was Quasi-experimental research. The population is grade XII students, and the sample used is the science class 1, and science 2. The data were collected by tests. Data analyzed using variance and independent t-test. This research results in a difference between students' mathematical representation through the GeoGebra-assisted PBL model and the RME model.The difference in students' mathematical representation through the GeoGebra-assisted PBL model and the model of the RME in terms of the FI learning style. At the same time, for FD, there is no significant difference.

scholarly journals Influence Of Fleming’s Vark Learning Styles On Student Radiographers’ Competency In Lumbar Spine Imaging

2021 ◽  
Author(s):  
Derick Seyram Sule ◽  
Kofi Adesi Kyei ◽  
Salim Abdul-Razak Abubakar
Keyword(s):  
Clinical Practice ◽  
Lumbar Spine ◽  
Learning Styles ◽  
Student Performance ◽  
Learning Style ◽  
Learning Preferences ◽  
Theory And Practice ◽  
Spine Imaging ◽  
Significant Difference ◽  
The Relationship

Abstract Background: The relationship between student learning styles and academic achievement has been investigated within different academic contexts. However, the relationship between learning styles and students' performance in the professional context of radiography hasn’t received the needed attention and is very much evident based on the absence of an established study approach that ensures achievement of clinical competences. A cross-sectional experimental study design was initially employed to determine students’ learning preferences. A multi-modal teaching approach of a clinical procedure (specifically lumbar spine imaging) was then taught to all the students by a qualified clinical tutor via their disclosed learning preferences. Finally, the students were examined clinically by a clinical supervisor who was blinded to the learning preferences of these students and the results were analyzed to conclude on the best approach to learning the clinical practice.Results: Among the respondents, 58.1% preferred the multimodal (dual, trimodal and quadrimodal) learning styles while 41.9% preferred one dominant learning style: Kinesthetic (K), Read and Write (R), Auditory (A) and Visual (V). The Analysis of Variance (ANOVA) revealed no significant difference between different learning styles and student performance in clinical practice. Thus, there was no significant correlation between the clinical competencies of the different learning style groupings. Conclusion: The study provided evidence that multimodal learners had more flexible learning approaches than those with single preferences, thus informing radiography educators on the importance of using varied and flexible pedagogy for effective integration of theory and practice.

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 Effect of Instructional Approaches and Learning Styles on Students’ Achievement of Grammar

2014 ◽  
Vol 11 (1) ◽  
Author(s):  
Rista Damesari Saragih ◽  
Lince Sihombing ◽  
Eddi Setia
Keyword(s):  
Learning Styles ◽  
Learning Style ◽  
Significant Interaction ◽  
Visual Learning ◽  
Sampling Technique ◽  
Cluster Sampling ◽  
Instructional Approaches ◽  
Vocational High School ◽  
Instructional Approach ◽  
Auditory Learning

The objectives of this research are to investigate whether: (1) students’ achievement of grammar taught by applying inductive approach higher than taught by applying deductive approach, (2) achievement of grammar of visual learning style students higher than achievement of grammar of auditory learning style students, and (3) there is an interaction between instructional approaches and learning styles on the students’ achievement of grammar. The population was students of Grade X of Vocational High School 1 Beringin Deli Serdang. Based on Cluster Sampling technique, two classes were chosen, namely Grades X1 and X3. The data were analyzed using a two-way ANOVA with 2 × 2 factorial design. The result reveals that (1) Students` grammar achievement taught by using inductive instructional approach is higher than that taught by using deductive instructional Approach (81,20 > 72,10), (2) Students with visual learning style have higher achievement in grammar than students with auditory learning style (81,90 > 72) and (3) there is significant interaction between instructional approaches and learning styles on students` achievement of grammar (4.906 > 3.96). Thus, it can be concluded that the application of instructional approaches and learning styles can affect students` achievement in grammar.   Keywords: Grammar; Instructional Approach; Learning Styles

Income or Culture? Examining the Determinants of Subjective Wellbeing in an International Sample

2019 ◽  
Author(s):  
Siddharth Garg
Keyword(s):  
Online Survey ◽  
Subjective Wellbeing ◽  
Regression Coefficient ◽  
Marginal Utility ◽  
Economic Class ◽  
Income Groups ◽  
Significant Difference ◽  
The World ◽  
Diminishing Marginal Utility ◽  
The Relationship

Objective: The aim of this paper was to examine the relationship between income, subjective wellbeing, and culture among people from a higher socio-economic class across the world. Rationale: Ed Diener proposed the law of diminishing marginal utility as an explanation for differences in subjective wellbeing among different income groups across different countries (Diener, Ng, & Tov, Balance in life and declining marginal utility of diverse resources, 2009). Thus, people with higher incomes would experience less subjective wellbeing due to income, and culture should emerge as a significant predictor. Method: Data from this study came from another study (https://siddharthgargblog.wordpress.com/2019/07/14/love-for-money/). I used an online survey to collect data on annual income in US dollars, subjective wellbeing (WHO-5), and country of residence (Indicator of Culture). 96 responses (Indians = 24, Foreigners = 72) were entered in IBM SPSS and a regression analysis was conducted. The raw dataset used in this study can be found at https://doi.org/10.6084/m9.figshare.8869040.v1Results: ANOVA showed a significant difference (p < 0.05) between Indians and foreigners on levels of subjective wellbeing. Linear regression shows the regression coefficient of culture to be significant (Beta = -.254, p = .014) but the regression coefficient of income was not found to be significant. The overall model was found to explain 8.2% of the variance in wellbeing.Conclusion: The sample of this study is too small to make any kind of generalization; it does lend a little bit of support to the idea of diminishing marginal utility of income on subjective wellbeing and provides a rationale for further research.

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.

Sign in / Sign up

Export Citation Format

Share Document