Learning Styles and Academic Achievement Among University Students

2017 ◽  
Author(s):  
Norazlan bin Annual ◽  
Muhammad Faizal bin Samat ◽  
Zatul Himmah bte Abd. Karim ◽  
Norhafiza Hashim
Keyword(s):  
Academic Achievement ◽  
Learning Styles ◽  
University Students

scholarly journals Learning styles, study habits and academic performance of Filipino University students in applied science courses: Implications for instruction

2019 ◽  
Vol 9 (2) ◽  
pp. 184 ◽  
Author(s):  
Gilbert Magulod
Keyword(s):  
High School ◽  
Academic Achievement ◽  
Academic Performance ◽  
Learning Styles ◽  
University Students ◽  
Learning Style ◽  
Applied Science ◽  
Study Habits ◽  
Science Courses ◽  
High School Writing

In order to better prepare university students as proficient, versatile and productive information and industrial technologists in the 21st century, the need to implement instructional strategies and activities naturally align with their predispositions will make them better learners. This study examined the learning style preferences, study habits and level of academic achievement of students enrolled in applied science courses of Cagayan State University at Lasam, Philippines.  The study employed descriptive correlational research design to a total of seventy-five respondents who were purposively sampled. Two sets of standardized instruments were utilized by the researcher. Results of the study revealed that the students of applied sciences courses preferred visual, group and kinesthetic as major learning styles while they manifest a moderate level of study habits. They also have a good level of academic achievement. Test of difference revealed that academic performance, father's occupation and type of high school graduated from spelled significant differences in their perceptual learning styles. They also spelled differences in their study habits when grouped according to academic standing in high school, writing skills, mothers’ education, and test anxiety. Finally, there were significant relationships between learning styles, study habits and academic performance of students in applied science courses. The implications of the study can guide instructors plan and deliver suitable instructional interventions.

scholarly journals The Mediating Role of Engagement on the Achievement and Quality of Life of University Students

2021 ◽  
Vol 18 (12) ◽  
pp. 6586
Author(s):  
Inmaculada García-Martínez ◽  
José María Augusto Landa ◽  
Samuel P. León
Keyword(s):  
Quality Of Life ◽  
Academic Achievement ◽  
Life Satisfaction ◽  
Emotional Intelligence ◽  
Academic Performance ◽  
University Students ◽  
Mediational Role ◽  
The Relationship

(1) Background: Academic engagement has been reported in the literature as an important factor in the academic achievement of university students. Other factors such as emotional intelligence (EI) and resilience have also been related to students’ performance and quality of life. The present study has two clearly delimited and interrelated objectives. First, to study the mediational role that engagement plays in the relationship between EI and resilience on quality of life. Secondly, and similarly, to study the mediational role of engagement in the relationship between EI and resilience, but in this case on academic achievement. (2) Methods: For this purpose, four scales frequently used in the literature to measure emotional intelligence, resilience, academic engagement and quality of life were administered to 427 students of the University of Jaén undertaking education degrees. In addition, students were asked to indicate their current average mark as a measure of academic performance. Two mediational models based on structural equations were proposed to analyse the relationships between the proposed variables. (3) Results: The results obtained showed that emotional intelligence and resilience directly predicted students’ life satisfaction, but this direct relationship did not result in academic performance. In addition, and assuming a finding not found so far, engagement was shown to exert an indirect mediational role for both life satisfaction and academic performance of students. (4) Conclusions: The findings of the study support the importance of engagement in the design and development of instructional processes, as well as in the implementation of any initiative.

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