scholarly journals Learning styles and academic performance in the operational research subject of students of the IV cycle of the Faculty of Administrative Sciences of the National

Llamkasun ◽  
2020 ◽  
Vol 1 (2) ◽  
Author(s):  
Nelly Aurelia Gonzales Agama ◽  
Sara Hermelinda Gonzales Agama ◽  
Juan Francisco Bazán Baca ◽  
Carlos Alberto Choquehuanca Saldarriaga
Keyword(s):  
Academic Performance ◽  
Learning Styles ◽  
Learning Style ◽  
Operational Research ◽  
Pearson Correlation ◽  
Research Subject ◽  
Visual Style ◽  
Conceptual Performance ◽  
Degree Of Association ◽  
The Relationship

The objective of the research has been to determine the relationship that exists between learning styles and academic performance in the Operational Research course of students of the IV cycle of FCAUNAC. In this sense, a questionnaire has been applied to 80 students to determine their learning styles; an exam to measure conceptual performance and another to measure procedural performance; to measure attitudinal performance, a checklist has been applied. Once obtained, the data were organized in a database, which allowed us to describe their behavior and infer the degree of association between the research variables, for which we used the Pearson correlation coefficient, the analysis of variance and Tukey's test. SPSS and Minitab were used for the calculations. The result of the research is that the more orientation towards a learning style the students obtain a higher academic performance and that there are no significant differences in the average performance of the students if we compare each type of performance with the different styles, but this does not occur the same if we make a comparison of academic performance with styles, in which case there is a superiority in visual style.

scholarly journals Relationship between Learning Styles and Academic Performance among Virtual Nursing Students: A Cross-Sectional Study

2021 ◽  
Vol 2021 ◽  
pp. 1-6
Author(s):  
Noushin Kouhan ◽  
Maryam Janatolmakan ◽  
Mansour Rezaei ◽  
Alireza Khatony
Keyword(s):  
Academic Performance ◽  
Nursing Students ◽  
Learning Styles ◽  
Learning Style ◽  
Academic Failure ◽  
Cross Sectional Study ◽  
Sectional Study ◽  
Cross Sectional ◽  
Grade Point ◽  
The Relationship

Background. The lack of attention of nursing professors to students’ learning styles can cause academic failure. The results of studies on the relationship between students’ learning style and academic achievement are contradictory. Therefore, this study was designed to investigate the relationship between VARK learning styles and academic performance among virtual nursing students. Methods. In this cross-sectional study, 237 virtual nursing students were enrolled by the convenience sampling method. The VARK learning styles questionnaire was used for data collection. The basis for determining academic performance was the grade point average(s) (GPA) of the previous semester(s). Students were divided into two groups based on their GPA, including strong (GPA ≥15) and weak (GPA ≤14.99) groups. Results. In both strong and weak groups, most of the subjects were unimodal (with a frequency of 92.9% and 78.5%, respectively), and the rest were multimodal. The most common learning styles in strong and weak students were kinesthetic (57.1%) and auditory (37.2%), respectively. The results of chi-square test did not show statistically significant differences between learning styles and academic performance of strong and weak students. Conclusion. There was no significant relationship between the dominant learning styles and academic performance of strong and weak students. However, nursing professors need to adapt their teaching methods to the students’ learning styles. More studies are recommended to shed more light on this area of research.

scholarly journals The relationship between Personality Traits, Learning Styles and Academic Performance of E-Learners

Open Praxis ◽  
2018 ◽  
Vol 10 (3) ◽  
pp. 249 ◽  
Author(s):  
Nabia Luqman Siddiquei ◽  
Dr Ruhi Khalid
Keyword(s):  
Academic Performance ◽  
Learning Styles ◽  
Personality Traits ◽  
Learning Strategies ◽  
Learning Style ◽  
Big Five ◽  
Policy Makers ◽  
Grade Point ◽  
E Learning ◽  
The Relationship

The rapid growth of e-learning has greatly influenced the educational system across the globe. Personality traits and learning styles are both likely to play considerable roles in influencing academic achievement of e-learners. Based on this foundation, a study was designed that attempts to establish the missing links between personality traits, learning styles, and academic performance of students enrolled in various e-learning courses. University students (N=144) completed the Big Five Inventory (BFI), Index of Learning Style (ILS) and reported their grade point average (GPA). One of the Big Five traits i.e. extraversion was positively related with all four learning styles whereas neuroticism was negatively related with all four learning styles. It has also been revealed that GPA was positively correlated with three personality traits and was negatively correlated with neuroticism. Similarly GPA was positively correlated with three learning styles. Finally, there were no significant differences in learning styles and personality traits of e-learners in terms of gender. Implications of these results are expected to help academics, managers, and policy makers for implementation of future e-learning strategies in Pakistan.

scholarly journals Learning styles and teaching styles determine students’ academic performances

2019 ◽  
Vol 8 (4) ◽  
pp. 610
Author(s):  
Nithya Dewi Subramaniam Chetty ◽  
Lina Handayani ◽  
Noor Azida Binti Sahabudin ◽  
Zuraina Ali ◽  
Norhasyimah Hamzah ◽  
...  
Keyword(s):  
Academic Performance ◽  
Learning Styles ◽  
Learning Style ◽  
Teaching Style ◽  
Visual Learning ◽  
Teaching Styles ◽  
Learning Preferences ◽  
Programming Technique ◽  
Learning And Teaching ◽  
The Relationship

<span>Individuals learn in different ways using several learning styles, but lecturers may not always share material and learning experiences that match students’ learning preferences. Mismatches between learning and teaching styles can lead to disappointment with students are taking, and lead to underperformance among them. The aim of this study is to identify the learning styles of the students enrolled in Universiti Malaysia Pahang who were registered in Programming Technique course and to investigate the relationship between students’ learning styles and teachers’ teaching styles. Five lecturers and 251 students were involved in the study as participants and. Data from students were collected using Leonard, Enid’s VAK Learning Style Survey. Meanwhile, the teaching styles of the lecturers were identified using Grasha and Reichmann’s Teaching Style Survey. The findings revealed that majority of the student’s preferred visual learning style. The result also shows that the lecturers’ teaching styles give an impact towards the <br /> students’ academic performance. From this study, we can conclude that teaching styles have significant impacts on students’ learning styles and academic performances.</span>

scholarly journals Relationship among Personality Traits, Extraversion & Agreeableness with Students Preferred Learning Styles at Higher Education

sjesr ◽  
2020 ◽  
Vol 3 (1) ◽  
pp. 1-8
Author(s):  
Hina Akbar ◽  
Afifa Khanam ◽  
Ms. Shabana Manzoor
Keyword(s):  
Higher Education ◽  
Learning Styles ◽  
Personality Traits ◽  
Instructional Strategies ◽  
Learning Style ◽  
Pearson Correlation ◽  
Public University ◽  
The Other ◽  
The Relationship ◽  
Analyze Data

This correlational study has been conducted to establish association among students’ personality traits; extraversion, agreeableness and their preferred learning styles at Higher Education. From province Punjab, all public university students were the population of the study. Total one thousand participants were engaged randomly for administering ‘NEO-BFI’ developed by Costa and McCrae (2010) and LSI inventory by Kolb and Kolb, (2005) simultaneously. Both instruments are standardized having 44-items, for measuring personality traits and the other having 10 factors, for measuring learning styles respectively. Pearson correlation coefficient was applied to analyze data for finding out the relationship between traits of personality and styles of learning. The results brought to light the fact that assimilating is the most preferred learning style of extraverts. Whereas assimilating, accommodating and diverging learning styles are preferred by students having agreeableness personality trait. The study has implications for designing instructional strategies satiating the most preferred styles of students having different personality traits.

scholarly journals Estilos de aprendizaje y rendimiento académico de universitarios de Educación Física chilenos (Learning styles and academic performance of Chilean Physical Education university students)

Retos ◽  
2016 ◽  
pp. 62-67
Author(s):  
Jaime Serra-Olivares ◽  
Carlos Leonel Muñoz Valverde ◽  
Consuelo Cejudo Armero ◽  
Pedro Gil Madrona
Keyword(s):  
Academic Performance ◽  
Physical Education ◽  
Active Learning ◽  
Learning Styles ◽  
Learning Style ◽  
Significant Relationship ◽  
And Gender ◽  
New Research ◽  
The Relationship ◽  
Academic Year

Se analizó la relación entre los estilos de aprendizaje y el rendimiento académico de los estudiantes universitarios de Educación Física de la Universidad Católica de Temuco en Chile 2015/16 (n = 122). Los participantes completaron el cuestionario CHAEA-36 y se analizaron los datos en función del curso, la edad y el género. Los hallazgos demostraron la predominancia, principalmente, de los estilos de aprendizaje combinado (56%) y activo (21%). No se observó relación significativa entre los estilos de aprendizaje y el curso (χ² = 14.324; p =.575), y tampoco la edad (χ² = 14.324; p =.575). Sin embargo, el análisis inferencial demostró una relación significativa entre los estilos de aprendizaje y el género (χ² = 11.257; p =.024). Por último, los estudiantes con un estilo de aprendizaje activo demostraron un rendimiento académico significativamente inferior que sus compañeros con estilos de aprendizaje pragmático (F = 9.517; p = .011) y combinado (F = 14.625; p = .013). No se observaron diferencias significativas en el resto de comparaciones. Estos hallazgos determinan la importancia de atender a los procesos de formación inicial docente desde una perspectiva flexible, adaptada al contexto sociocultural y educativo de los aprendices. En este sentido, se necesitan nuevos estudios de investigación que analicen la relación entre los estilos de aprendizaje y el rendimiento académico, principalmente desde la perspectiva de género.Abstract: The relationship between learning styles and academic performance of physical education students at the Temuco Catholic University 2015/16 was analysed (n = 122). Participants completed the CHAEA-36 questionnaire and data were analysed by academic year, age and gender. The findings showed a predominance of a combined style of learning (56%) and the active learning style (21%). No significant relationship between learning styles and academic year (χ² = 14.324; p =.575) nor age (χ² = 14.324; p =.575) were observed. However, the inferential analysis showed a significant relationship between learning styles and gender (χ² = 11.257; p =.024). Finally, students with an active learning style demonstrated significantly lower academic performance than their peers using pragmatic (F = 9.517; p = .011) and combined (F = 14.625; p = .013) learning styles. No other significant differences were observed. These findings show the importance of approaching teachers basic training from a flexible perspective, adapting it to learners’ cultural and educational context. In this sense, new research studies that analyse the relationship between learning styles and academic performance, mainly from the gender perspective, are needed.

scholarly journals Does Learning Style Predict Academic Performance of Engineering and Technology Students in India?

2019 ◽  
Vol 8 (4) ◽  
pp. 167-175
Keyword(s):  
Academic Performance ◽  
Learning Styles ◽  
Learning Style ◽  
Pearson Correlation ◽  
Grade Point ◽  
Cumulative Grade Point Average ◽  
Technology Students ◽  
Index Of Learning Styles ◽  
Engineering And Technology ◽  
The Difference

Learning styles have been associated with academic performance of engineering and technology students. The aim of the present study was to identify the learning styles of students and investigating the relationship between learning style subscale scores and academic performance, and thereby determining whether the learning styles predict the academic performance of engineering and technology students in India. We used the Index of Learning Styles (ILS) to determine the learning styles of students and used Cumulative Grade Point Average (CGPA) for academic performance. The Pearson correlation, ANOVA and stepwise regression tests were used to find the correlation between academic performance and learning styles, the difference between the academic performance of groups and to identify the predictors of academic performance respectively. The most strongly preferred learning style was sequential (75.1%). The academic performance had a significant positive correlation with age and four learning styles namely sequential, sensing, visual and active (p=0.000). The sequential learning style was the powerful predictor of academic performance of students in comparison to other learning styles (p=0.000). Studying methods of students and teaching approaches of faculty consistent with the sequential and sensing learning styles may increase the academic performance among students enrolled for engineering and technology degree course in the higher education institutions in India.

scholarly journals Relationship between Introversion and Extroversion Personality and Learning Styles of UPSI Student

2021 ◽  
Vol 4 (2) ◽  
pp. 76-82
Author(s):  
Faza Reza Mohd Yunos ◽  
Mohd Razimi Husin
Keyword(s):  
Learning Styles ◽  
Learning Style ◽  
Pearson Correlation ◽  
Correlation Test ◽  
Group Activities ◽  
Hands On ◽  
Pearson Correlation Test ◽  
Second Year ◽  
Relationship Of ◽  
The Relationship

This research is conducted to identify the Relationship between Introversion and Extroversion Personality with Learning Style of UPSI students. This research is conducted to identify the relationship of the Introversion and Extroversion personality affect the by the Visual, Auditory and Kinesthetic (VAK) learning style. In addition, suitable activities are also discussed to suit the needs of introversion and extroversion personality. A total of 233 second year UPSI students were selected in this research. The data was collected using questionnaire and divided into two parts. The first part is the identification of the introversion and extroversion personality of the respondent and the second part is the learning style of the respondent which are divided into 3 parts which are Visual, Auditory and Kinesthetic. The data collected was then analysed using Pearson Correlation test. The Pearson Correlation test shows no significant between the introversion and extroversion personality of the respondent and the VAK learning style due to the p=.730. Suitable activities consist of hands-on and group activities is among the major suggestion collected from the respondent. In conclusion, although there is no significant between Introversion and Extroversion personality and VAK learning style, the teacher should pay attention to their students’ behavior in a learning environment to ensure the engagement of the students towards the lesson taught by them

scholarly journals An Investigation of Learning Style Preferences on the Students’ Academic Achievements of English

2017 ◽  
Vol 7 (5) ◽  
pp. 176
Author(s):  
Norma Nawaf Yousef Al-Zayed
Keyword(s):  
Learning Styles ◽  
Learning Style ◽  
Group Learning ◽  
Factors Affecting ◽  
Learning Style Preferences ◽  
Academic Achievements ◽  
Visual Style ◽  
Style Preferences ◽  
Perceptual Learning Styles ◽  
The Relationship

This study aims to investigate whether there are any statistically significant correlation between perceptual learning styles and achievement. Raising learners’ awareness regarding their learning styles and preferences, which develops the better understanding of the learning achievement, and help instructors become more conscious of some factors affecting academic achievement. Additionally, the study assists instructors to identify their student’s preferred learning styles that can affect their achievement. Furthermore, no study up to now has been conducted in Jordan which investigates the relationship between the learning styles on the achievement of EFL at the tertiary level. The data was collected through the learning style preferences questionnaire and it was analyzed using statistical techniques, Descriptive statistics showed that: 1). The most preferred learning styles followed the auditory style, group learning style, kinesthetic style and visual style. 2). The finding also revealed that there was no statistically significant correlation between learning style and achievement. Additionally, both showed similar references for kinesthetic and visual styles. Based on these findings, some recommendations have been made.

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

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.

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