scholarly journals Is concept mapping favourable for undergraduates with different learning styles?

2020 ◽  
Vol 10 (12) ◽  
pp. 7
Author(s):  
Julia S.W. Wong ◽  
Baaska Anderson ◽  
Martin Gough
Keyword(s):  
Academic Performance ◽  
Learning Styles ◽  
Concept Mapping ◽  
Quantitative Research ◽  
Visual Learning ◽  
Sensory Modality ◽  
Private Higher Education ◽  
Human Beings ◽  
Cross Sectional ◽  
Questionnaire Version

Background and objective: Concept mapping is a powerful metacognition and visual learning tool. However, human beings are born to understand and perceive the world using five basic senses. According to Neil Fleming’s VARK model, there are five different types of sensory modality groups which include visual, auditory, read/write, kinaesthetic and mixed modality. Therefore, this study aimed to investigate the effects of CM on students’ overall academic performance among visual, auditory, read/write, kinaesthetic and multi-modal dominant learners.Methods: This was a cross-sectional quantitative research study. The participants were nursing undergraduates in a private higher education institute and enrolled in the same course offered in the spring and summer semesters. At the beginning of the semester, the VARK questionnaire version 7.8 was used to identify students’ sensory modality groups. Concept mapping was adopted for teaching the course. After the semester, students’ overall academic performance was used to compare the differences between different sensory modality groups.Results: The mean grades of the spring students were: visual (M = 80.80, SD = 7.30), aural (M = 81.49, SD = 4.19), read/write (M = 81.16, SD = 8.69), kinaesthetic (M = 78.27, SD = 7.56) and multimodal (M = 79.56, SD = 7.65). The means grade of summer students were: visual (M = 74.68, SD = 8.59), aural (M = 78.79, SD = 9.38), read/write (M = 74.89, SD = 3.87), kinaesthetic (M = 77.10, SD = 9.69) and multimodal (M = 75.96, SD = 9.74). After comparing the average grades between different sensory modality groups in both spring and summer semesters using One-way ANOVA testing, there were no statistically significant differences found.Conclusions: The results of this study show that teaching with animated CM in PowerPoints and co-construction of CM seems to be applicable to learners with different sensory modality groups.

scholarly journals Handedness and learning styles: a study of its inter relationship

2017 ◽  
Vol 5 (12) ◽  
pp. 5340
Author(s):  
Vineetha Vijayan ◽  
Pallavi Panchu ◽  
Biju Bahuleyan
Keyword(s):  
Academic Performance ◽  
Medical Students ◽  
Learning Styles ◽  
Teaching Strategies ◽  
Visual Learning ◽  
Sensory Modality ◽  
Cross Sectional Study ◽  
Bivariate Analysis ◽  
Brain Organization ◽  
Cross Sectional

Background: The alleged link between handedness and learning is debatable. Studies unveil that handedness has a way of influencing learning and affects the academic performance of students. Despite the researchers pointing out that handedness influences the brain organization and function, teaching strategies have largely ignored this fact. The concept of using various sensory modalities as a part of learning has not been comprehended well. The aim of the study is to find out the prevalence of handedness among our medical students and to look onto the types of learning styles amongst them and to determine the correlation between handedness with learning styles.Methods: A cross sectional study was conducted among hundred medical students using handgrip dynamometer for handedness and VARK questionnaire (Visual, auditory, read/write, kinesthetic; a validated tool that helps one to identify the most preferred sensory modality for learning) for determining the learning preference. Data was analysed using univariate and bivariate analysis through cross tabulation and Pearson chi square test using SPSS version 20.Results: Right handers preferred VARK with dominancy for auditory learning styles, left handers preferred VARK with dominancy for auditory and kinesthetic learning styles while ambidextrous prefer visual learning styles.Conclusions: The awareness of the association of handedness with various learning styles and its implications on academic performance should be at the forefront of teaching strategies adopted by teachers. Hence, we conclude that to be an effective learner, the learning needs have to be understood and cater to by the trainers.

scholarly journals Learning styles in Physiotherapy and Occupational Therapy students: an exploratory study

2021 ◽  
Vol 51 (2) ◽  
Author(s):  
Benita Olivier ◽  
Lizelle Jacobs ◽  
Vaneshveri Naidoo ◽  
Nikolas Pautz ◽  
Rulaine Smith ◽  
...  
Keyword(s):  
Academic Performance ◽  
Occupational Therapy ◽  
Learning Styles ◽  
Learning Style ◽  
Health Care Professionals ◽  
Competitive Learning ◽  
Teaching Approaches ◽  
Cross Sectional ◽  
Learning Style Inventory ◽  
Physiotherapy Students

ABSTRACT BACKGROUND: Learning styles of health care professionals are unique and tend to be profession- specific. This study aimed to compare the learning styles of undergraduate occupational therapy and physiotherapy students and to determine the relationship between preferred learning styles, demographic factors, and academic performance METHOD: The study design was a cross-sectional, descriptive study. Undergraduate occupational therapy and physiotherapy students completed a self-developed questionnaire and the Grasha-Reichmann Learning Style Inventory RESULTS: A total of 313 students with a mean age of 19.6±1.58 years participated in this study. The results showed that students preferred the collaborative (75%) learning style, with the first-year students scoring significantly higher in the collaborative style (3.97±0.48; p<0.001). The male students (2.67±0.65) scored higher in the competitive learning style than female students (2.20±0.62; p=0.001, d=0.757). The competitive learning style, when controlling for sociodemographic variables, is a significant predictor of an increase in academic performance in English language (B=2.28, [0.60-3.96]), physics (B=3.62, [0.22-7.02]) and overall academic performance (B=2.12, [0.34-3.90 CONCLUSION: The predominant preferred learning styles are the collaborative and participant styles. The application in the teaching space should be carefully considered for the selection of teaching approaches and activities. This study points to the Physiotherapy and Occupational Therapy programmes need to align to the collaborative style and respond with a variety of teaching methods. The associations shown between preferred learning styles and demographic variables point to the need to pay attention to diversity when selecting teaching approaches and activities Keywords: Grasha-Reichmann Learning Style Inventory, learning styles, occupational therapy, physiotherapy, undergraduate students

scholarly journals PENGARUH CARA MENGAJAR GURU TERHADAP HASIL PRESTASI SISWA

JENTRE ◽  
2020 ◽  
Vol 1 (1) ◽  
pp. 19-23
Author(s):  
Niar Yuniarti
Keyword(s):  
Learning Styles ◽  
Teacher Learning ◽  
Learning Outcomes ◽  
Learning Style ◽  
Quantitative Research ◽  
Teaching Style ◽  
Visual Learning ◽  
Secondary Data ◽  
Research Subject ◽  
Learning Achievement

The research departs from the belief that in addition to the teacher style in teaching the students, the teacher's learning style also affects the learning achievement students have gained. This research uses quantitative research. The research subject is 30 teachers of Madrasa in the Ministry of Religious Affairs who have followed a training. To support the research, questionnaire, interview, and observation were used as primary and secondary data. The results conclude that the teacher's learning style is much more visually compared to other styles of learning, the visual learning style focuses on vision. It shows that teacher learning styles have no correlation with the teacher's teaching style. In verificative analysis also gained the teacher's teaching style is lower to the student's learning outcomes.

scholarly journals Learning Styles and the Hybrid Learning: An Empirical Study about the Impact of Learning Styles on the Perception of the Hybrid Learning

2018 ◽  
Vol 9 (1) ◽  
pp. 137-148
Author(s):  
Ariel Ora ◽  
Roland Sahatcija ◽  
Anxhela Ferhataj
Keyword(s):  
Data Analysis ◽  
Learning Styles ◽  
Learning Style ◽  
Quantitative Research ◽  
Teaching Method ◽  
Pearson Correlation ◽  
Visual Learning ◽  
Hybrid Learning ◽  
Statistical Correlation ◽  
The Impact

AbstractLearning style is a crucial element in the academic life of students. It plays a fundamental role in the selection of a suitable teaching method of instruction. The aim of this research paper is the study of the perception of the hybrid learning and students’ learning style. In addition, another objective of the study is to analyze the perception of the hybrid learning in accordance with the learning style. This paper employs quantitative research and the descriptive and comparative methods. The study sample consists of 89 Albanian university students. Data analysis was conducted through SPSS 20 and JASP-0.8.1.2. The statistical analyses utilized in this paper are distribution tables, crossed tabulation, student test, Pearson correlation coefficient, Bayesian Independent Samples T-Test, and One - Way ANOVA. The conclusion of the data analysis shows that most students used the visual learning style in order to study. Students have a positive perception of the hybrid learning. There exists an insignificant statistical correlation between learning styles and the perception of the hybrid learning. The area of study has an impact on the components of the hybrid learning.

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 Identifying Students' Learning Styles on Reading Comprehension Achievement

2019 ◽  
Vol 7 (1) ◽  
pp. 49
Author(s):  
Handayani Setiowati
Keyword(s):  
Reading Comprehension ◽  
Learning Styles ◽  
Learning Style ◽  
Quantitative Research ◽  
Visual Learning ◽  
Comprehension Test ◽  
The Mean ◽  
Comprehension Tests ◽  
Percentage Correct

This study aims to identify the effect of type of students’learning styles in reading comprehension achievement. The design of the research was a descriptive quantitative research that used a case study design. A total of 20 students of reading class on the second semester of IAIN Metro was sample of this research. In collecting the data, the researcher used questionnaire of learning style and reading comprehension test. In the analysis of data, the writer classified the categorization of learning style from the questionnaire and the scores of reading comprehension tests. Then, the result was analyzed by comparing the mean score in test manually using by percentage correct. The finding of the research the students have three types of learning style, they are visual (45%), auditory (30%), and kinesthetic (25%), in which visual is the most dominant. whereas the result of reading comprehension test, the mean score of visual is 79.2, auditory is 70.8, and kinesthetic is 65. In conclusion, It showed that the students of reading class on second semester of IAIN Metro used three types of learning style, but visual learning style is the most dominant learning style the students have.

Learning style preferences and course performance in an undergraduate physiology class

2009 ◽  
Vol 33 (4) ◽  
pp. 308-314 ◽  
Author(s):  
John L. Dobson
Keyword(s):  
Learning Styles ◽  
Learning Style ◽  
Visual Learning ◽  
Sensory Modality ◽  
Course Performance ◽  
Online Questionnaire ◽  
Learning Style Preferences ◽  
Style Preferences ◽  
The Relationship ◽  
Physiology Students

Learning styles may be classified according to the sensory modality that one most prefers to use when internalizing information. The four major sensory modalities are visual, aural or auditory, read/write, and kinesthetic. The purpose of this study was to investigate the relationship between preferred learning style, gender, and course scores in an undergraduate physiology class. Students from the fall 2008 and spring 2009 Applied Human Physiology courses completed an online questionnaire in which they were asked to both provide descriptive information about themselves (e.g., gender and major) and self-assess their preferred sensory modality. A total of 901 students completed the questionnaire, 75% of which were female and 25% were male. The results from a χ2-analysis (χ2 = 9.59, P < 0.05) indicated that females and males had significantly different learning style preferences. Females most preferred visual learning (46%) followed by aural (27%), read/write (23%), and kinesthetic (4%). Males most preferred visual learning (49%) followed by read/write (29%), aural (17%), and kinesthetic (5%). There was also a significant relationship ( P < 0.05 by ANOVA) between preferred sensory modality and course scores. The mean overall course scores were 83.53 ± 8.25, 85.58 ± 8.18, 84.98 ± 7.78, and 76.70 ± 7.92 for those that preferred visual, aural, read/write, and kinesthetic modalities, respectively. These results support the findings of Wehrwein et al. ( 18 ): that female and male physiology students have different sensory modality preferences and that they provide the first step in determining if sensory modality preferences impact final course scores.

scholarly journals Assessment of learning styles of undergraduate medical students using the VARK questionnaire and the influence of sex and academic performance

2014 ◽  
Vol 38 (3) ◽  
pp. 216-220 ◽  
Author(s):  
Rathnakar P. Urval ◽  
Ashwin Kamath ◽  
Sheetal Ullal ◽  
Ashok K. Shenoy ◽  
Nandita Shenoy ◽  
...  
Keyword(s):  
Academic Performance ◽  
Learning Styles ◽  
Learning Style ◽  
Undergraduate Students ◽  
Medical Training ◽  
Demographic Data ◽  
Sensory Modality ◽  
Learning Preferences ◽  
Undergraduate Medical Students ◽  
Style Preferences

While there are several tools to study learning styles of students, the visual-aural-read/write-kinesthetic (VARK) questionnaire is a simple, freely available, easy to administer tool that encourages students to describe their behavior in a manner they can identify with and accept. The aim is to understand the preferred sensory modality (or modalities) of students for learning. Teachers can use this knowledge to facilitate student learning. Moreover, students themselves can use this knowledge to change their learning habits. Five hundred undergraduate students belonging to two consecutive batches in their second year of undergraduate medical training were invited to participate in the exercise. Consenting students (415 students, 83%) were administered a printed form of version 7.0 of the VARK questionnaire. Besides the questionnaire, we also collected demographic data, academic performance data (marks obtained in 10th and 12th grades and last university examination), and self-perceived learning style preferences. The majority of students in our study had multiple learning preferences (68.7%). The predominant sensory modality of learning was aural (45.5%) and kinesthetic (33.1%). The learning style preference was not influenced by either sex or previous academic performance. Although we use a combination of teaching methods, there has not been an active effort to determine whether these adequately address the different types of learners. We hope these data will help us better our course contents and make learning a more fruitful experience.

scholarly journals IMPACT OF PLAYING VIDEO GAMES ON COGNITIVE FUNCTIONING AND LEARNING STYLES

2021 ◽  
Vol 5 (2) ◽  
pp. 49-59
Author(s):  
Sumera Sattar ◽  
Dr Shahzaman Khan ◽  
Rehan Yousaf
Keyword(s):  
Video Games ◽  
Learning Styles ◽  
Learning Style ◽  
Video Game ◽  
Cognitive Functions ◽  
Visual Memory ◽  
Medical Information ◽  
Visual Learning ◽  
Cross Sectional ◽  
Significant Difference

Video games are especially popular with teenagers and young adults as a form of entertainment, and their time spent playing video games has grown exponentially. The main purpose of this study was to assess the effect of video games on cognitive functions and learning style in young people. A cross-sectional research study was used to investigate cognitive function in teen video game players. Cognitive functions, including memory, attention, and executive functions, were applied to 80 adolescents who were divided into two groups: those who regularly played video games (50) and those who did not play (50). Other data, such as demographics, medical information, types of video games, and time spent playing video games, were collected through the questionnaire. No significant difference was identified between the groups in terms of age and sociodemographic variables. Results indicated that visual memory and visual learning type scores were significantly better in the play group. Participants who were playing video games regularly indicated significant differences in visual type of learning (p=0.000). Whereas, no significant differences were found in other learning styles aural (p=1.000) and verbal (p=1.000)

scholarly journals Faktor Yang Berhubungan dengan Kejadian Keracunan Pestisida Pada Petani Sayur dan Palawija di Desa Selat Kecamatan Pemayung Kabupaten Batang Hari Tahun 2018

2020 ◽  
Vol 20 (3) ◽  
pp. 1079
Author(s):  
Sondang Siahaan
Keyword(s):  
Wind Direction ◽  
Quantitative Research ◽  
Pesticide Exposure ◽  
Negative Impact ◽  
P Value ◽  
Food Crops ◽  
Staple Food ◽  
Pesticide Poisoning ◽  
Human Beings ◽  
Cross Sectional

Pesticide is toxic and harmful materials, this pesticide can cause either positive or negative impact for the prosperity of the human beings and environment. The negative impact wiil cause directly various problems to our health. Pesticide poisoning can be identified by examining blood cholinesterase activity. The aim of this research is to identify factors that related to pesticide exposure to the level of blood cholinesterase of farmers that spray non-staple food crops at Selat Village of Pemayung Sub-district of Batang Hari Ditrict. This research method is a quantitative research with cross sectional design. Independent variables in this research are knowledge concening pesticide, protective clothes, sprying in line with wind direction, while the dependent variable was the farmers. The population was all non-staple food crops farmers at at Selat Village of Pemayung Sub-district of Batang Hari Ditrict. The samples were 30 people. The results of the research by applying statistic test, there was a relation of knowledge to pesticide poisoning with P value = 0.019, the use of protective clothes with P value = 0.024 and spraying in line with wind direction with P value = 0.000. The research shows that non-staple food crops farmers at Selat Village had pesticide poisoning of 80.0%. In order to prevent pesticide poisonong, it is recommended that the farmers should improve their knowledge regarding pesticide, while spraying the pesticide, farmers should wear complete protective clothes properly and make sure to follow the wind direction while spraying.

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