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 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 The Predictive Role of Academic Hope in Academic Procrastination Among Students: a Mixed Methods Study

Pedagogika ◽  
2020 ◽  
Vol 137 (1) ◽  
pp. 208-229
Author(s):  
Zummy Anselmus Dami ◽  
Sance Mariana Tameon ◽  
Jeheskial Saudale
Keyword(s):  
Mixed Method ◽  
Female Students ◽  
Mixed Methods Study ◽  
Academic Procrastination ◽  
Mixed Method Research ◽  
Men And Women ◽  
Significant Difference ◽  
Predictive Role ◽  
Academic Hope

The aim of the current study was to investigate the correlation of academic hope with academic procrastination; to determine the differences in the academic procrastination of both men and women; to understand why students conduct academic procrastination; and to know the academic hope of students. The study uses a mixed-method research design. The results showed that academic hope has a positive and significant correlation with academic procrastination; there is no significant difference between male and female students in any scale of academic hope and academic procrastination; the reason students conduct procrastination is “I generally delay before starting on work I have to do”; and the academic hope students are unique because it relates to God and parents.

Relationship of Microcomputer-Based Instruction and Learning Style

1985 ◽  
Vol 13 (4) ◽  
pp. 265-270 ◽  
Author(s):  
Carolena L. Smith
Keyword(s):  
Learning Style ◽  
Instructional Process ◽  
Field Independent ◽  
Significant Difference ◽  
Field Dependent ◽  
The Difference ◽  
Instruction And Learning ◽  
Based Instruction ◽  
Relationship Of ◽  
The Relationship

In this technological age, sight must not be lost in recognizing individual differences in applying technology to the instructional process. The purpose of this study was to investigate the relationship between achievement of field-dependent and field-independent students using microcomputer instruction. T-test was calculated on mean posttest scores to analyze the difference between the groups. There was a significant difference at the 0.5 level in testing the null hypothesis of no difference between the groups in this study.

scholarly journals Investigation of High School Students’ Geometry Course Achievement According to Their Learning Styles

2018 ◽  
Vol 9 (1) ◽  
pp. 1
Author(s):  
Hasan Altun
Keyword(s):  
High School ◽  
High School Students ◽  
Learning Styles ◽  
Learning Style ◽  
Female Students ◽  
School Students ◽  
Quantitative And Qualitative Research ◽  
Significant Difference ◽  
Course Achievement ◽  
11Th Grade

The aim of this study is to investigate high school students’ geometry course achievement according to their learning styles. 11th grade students in İzmir constitute the general universe of the research and the sampling of the research comprises of 11th grade students in Karabağlar district. Sampling of the research consists of total 50 high school students, determined by using appropriate sampling method. 60% (n=30) of these students are female and 40% (n=20) of them are males. Both quantitative and qualitative research methods were used depending on the main and sub-questions of the research. Kolb’s Learning Style Inventory was used in order to determine the learning styles of the students. As a result of the research, it was found out that most of the students who have diverging learning style were female students (77.8%), most of the students who have accommodating learning style were female students (75%), the number of male students (47.4%) and the number of female students (52.6%) who have assimilating learning styles are close and it was found out that, among the students who have converging learning style, female students (55.6%) were more than males. It was determined that there was no statistically significant difference between the geometry achievement scores according to learning styles and that the students' geometric achievement means were statistically significant according to gender. It was proposed that taking learning styles into account in the regulation of education environments can help to increase achievement.

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 The Relationship Between Interpersonal Approaches of Thesis Supervisors and Graduate Student Satisfaction

2019 ◽  
Vol 12 (10) ◽  
pp. 96
Author(s):  
Dalal M. Aldosari ◽  
Ali S. Ibrahim
Keyword(s):  
Graduate Students ◽  
Student Satisfaction ◽  
United Arab Emirates ◽  
Mixed Method ◽  
Female Students ◽  
Male Students ◽  
Mixed Method Study ◽  
Collaborative Approach ◽  
Significant Difference ◽  
The Relationship

The purpose of this explanatory mixed method study is to describe students’ perceptions of the thesis supervision approaches used, their satisfaction with these approaches, and whether their satisfaction differed based on students’ gender, degree sought, and concentration. The study comprised two parts. First, a questionnaire was distributed to all graduate students who had written a thesis/dissertation during 2015-2017 (N=213) at one of the universities in the United Arab Emirates. Second, a group of students from among those mentioned above (N=16) were interviewed. The study revealed that the most commonly used approach by the supervisors was the collaborative interpersonal approach and the least used one was the directive informational approach. There was no significant difference according to the degree sought and concentration. However, when it came to gender, female students believed that the supervisors had used the collaborative approach more than the male students. Overall, graduate students were satisfied with their supervisors’ approaches, while some were highly satisfied. The findings indicated a pattern where the more collaborative the supervisor was, the more satisfied the student became and the more the supervisor used the non-directive interpersonal approach, the less satisfied the students became. The study recommends that faculty supervisors attend to the various needs and preferences of their students and be ready to shift away from their preferred approach to suit the diverse needs and abilities of their students.

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.

scholarly journals To evaluate the Gender Differences in Learning Style Modalities among the Undergraduate Students and their Preferred Mode of Learning

2016 ◽  
Vol 1 (2) ◽  
pp. 58-63
Author(s):  
RC Gupta ◽  
Aparna Garg ◽  
Manisha Sankhla
Keyword(s):  
Gender Differences ◽  
Learning Styles ◽  
Learning Style ◽  
Undergraduate Students ◽  
Medical Science ◽  
Sensory Modality ◽  
Female Students ◽  
First Year ◽  
Mahatma Gandhi ◽  
Significant Difference

ABSTRACT Background Academic demands of medical students are quite high. Learning styles may be classified into four major sensory modalities—visual, auditory, read-write and kinesthetic, that one most prefers to use when internalizing information. Objectives The purpose of the study was to evaluate the gender differences in learning style modalities among the First Year Undergraduate Students and their Preferred Mode of Learning. Methodology Total 243 first year students of various medical courses (135 MBBS, 56 BDS, and 52 BPT) attending lectures in the Department of Physiology, Mahatma Gandhi Medical College and Hospital, Jaipur, Rajasthan were included for the project. Learning style preference was identified using the visual, auditory, read-write and kinesthetic (VARK) online inventory developed by Fleming, 1992. A questionnaire was filled by the students which included their demographic profile, medical science stream and preferred sensory modality of instruction. Findings Learning style of the students of various medical courses showed a statistically significant difference according to VARK questionnaire (p < 0.0001). Within the group, based on VARK, the preferred Sensory Modality was kinesthetic in MBBS, BDS and BPT students. On the basis Preferred Sensory Mode, kinesthetic was the preferred mode in MBBS, BDS and visual mode amongst BPT students. The most common pattern of learning was bimodal in male and female students of the various medical courses. Conclusion Present findings suggest that kinesthetic was the preferred learning style by both individual preferred sensory modality and VARK inventory tool, and was found to be statistically significant among the students of medical and allied sciences. The gender differences when evaluated for both the individual preferred sensory modality and VARK inventory tool, it was found to have a predilection for the kinesthetic mode in both the male as well as female students. How to cite this article Garg A, Sankhla M, Gupta RC. To evaluate the Gender Differences in Learning Style Modalities among the Undergraduate Students and their Preferred Mode of Learning. J Mahatma Gandhi Univ Med Sci Tech 2016;1(2):58-63.

scholarly journals LA MOTIVACIÓN Y EL ESTILO DE APRENDIZAJE REFLEXIVO- CRÍTICO EN LA UNIVERSIDAD NACIONAL DE INGENIERÍA MOTIVATION AND LEARNING STYLE REFLECTIVE-CRITICAL IN THE UNIVERSIDAD NACIONAL DE INGENIERÍA

2017 ◽  
Vol 24 (1) ◽  
pp. 53
Author(s):  
Romulo Romero Centeno
Keyword(s):  
College Students ◽  
Learning Styles ◽  
Intrinsic Motivation ◽  
Learning Style ◽  
Engineering Students ◽  
Reflective Learning ◽  
Medium Level ◽  
Motivation And Learning ◽  
The Relationship ◽  
Estudiantes Universitarios

La presente investigación tuvo como objetivo fundamental establecer el grado de relación existente entre la motivación intrínseca y el estilo de aprendizaje reflexivo-crítico en los estudiantes de la Universidad Nacional de Ingeniería (UNI), durante el año académico 2009 II. La muestra de estudio estuvo conformada por 371 universitarios, de sexo masculino y femenino, de condición económica media y medio baja, de condición académica regular, cuyas edades varían de 16 a 32 años, de las distintas facultades de la Universidad Nacional de Ingeniería. La muestra fue seleccionada en forma probabilística mediante el proceso del azar simple. El diseño de investigación adoptado fue el correlacional para establecer la relación entre la motivación intrínseca y estilo de aprendizaje reflexivo-crítico en los estudiantes de ingeniería. Para identificar el nivel de motivación intrínseca se utilizó el test de motivación intrínseca. El nivel de desarrollo del estilo de aprendizaje reflexivo-crítico fue medido por un cuestionario de estilos de aprendizaje reflexivo crítico. Los resultados muestran que (1) el nivel de la motivación intrínseca alcanzado por los estudiantes universitarios de la Universidad Nacional de Ingeniería se ubica en el nivel alto y medio. (2) El nivel de desarrollo del Estilo de aprendizaje reflexivo-crítico en los estudiantes de la Universidad de Ingeniería fue alto y medio; y (3) respecto a la correlación entre el nivel de motivación intrínseca y el nivel de desarrollo del estilo de aprendizaje reflexivo- crítico se encontró una relación significativa. Se concluye que, en la muestra estudiada, existen relaciones significativas entre la motivación intrínseca y el estilo de aprendizaje reflexivo-crítico en los estudiantes universitarios de la Universidad Nacional de Ingeniería. Palabras clave.- La motivación intrínseca - Estilo de aprendizaje reflexivo-Crítico - Estudiantes de la Universidad Nacional de Ingeniería. ABSTRACTThis investigation had as a fundamental aim to establish the relationship between the intrinsic motivation and the learning style reflective-critical of the students from the Universidad Nacional de Ingeniería during the academic year 2009 II. The study sample was consisted of 371 college students, male and female, economically disadvantaged middle and lower middle regular academic status whose ages range from 16 to 32 years, and also students from the different faculties of the Universidad Nacional de Ingeniería. The sample was selected in a probabilistic way by simple random process. The research design adopted was the correlation to establish the relationship between intrinsic motivation and learning style reflective-critical engineering students. The intrinsic motivation test was used to identify the level of the intrinsic motivation of the students while the level of development of the style-critical reflective learning was measured by a questionnaire of critical reflective learning styles. The results show that (1) the level of intrinsic motivation achieved by university students of different faculties of the Universidad Nacional de Ingeniería is located in the high and medium level. (2) The level of development of reflective learning style-critical students of different faculties of the University of Engineering was high and medium, and (3) regarding the correlation between the level of intrinsic motivation and level of development learning style-critical reflective found a significant relationship. So we may conclude in this study sample that there are significant relationships between the intrinsic motivation and the learning style, critical reflective college students at the Universidad Nacional de Ingeniería. Keywords.- Intrinsic motivation - Learning style-critical and thoughtful students of the Universidad Nacional de Ingeniería.

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