scholarly journals The Effects of Various Modes of School Formality Culture and Student Learning Style with Secondary School Students Academic’s Achievements

2010 ◽  
Vol 2 (1) ◽  
Author(s):  
Azizi Yahaya ◽  
Noordin Yahaya ◽  
Jamaludin Ramli ◽  
Shahrin Hashim ◽  
Zurihanmi Zakariya
Keyword(s):  
Secondary School ◽  
Student Learning ◽  
Learning Style ◽  
Secondary School Students ◽  
School Students ◽  
Student Learning Style

scholarly journals A Study on Learning Style of Higher Secondary School Students

2020 ◽  
Vol 9 (1) ◽  
pp. 163-168
Author(s):  
R Udhaya Mohan Babu ◽  
G Kalaiyarasan
Keyword(s):  
Secondary School ◽  
Learning Styles ◽  
Learning Style ◽  
Behavioral Change ◽  
Secondary School Students ◽  
Home Schooling ◽  
Vital Role ◽  
School Students ◽  
Significant Difference ◽  
Best Fit

The author has investigated the learning style of the students and behavioral change in the learner and also when they note the persistence of this change. Learning happens in stages, and at each stage, students learn in different ways. Difficulties that arise at home, schooling are often due to differences in learning styles. It has been proposed that teachers should assess the learning styles of their students and adapt their classroom methods to best fit each student’s learning style. These possessed learning styles play a vital role in deciding their level of achievement. This achieved test score determines their future career. The ambitions and aspirations of our students are largely governed by their learning skills adopted by the students. There is no significant difference between XI and XII standard higher secondary school students in their learning styles in the dimensions. This study will be more fruitful when suggestions given by the investigator are applied for further study and it will be of great help for those who want to study further in this field.

scholarly journals Android-Based Expert System Application to Determine Math Learning Styles of Elementary School Students in Surakarta

2020 ◽  
pp. 65-70
Author(s):  
Rayung Wulan ◽  
Achmad Sarwandianto ◽  
Nur Alamsyah ◽  
Aulia Ar Rakhman Awaludin
Keyword(s):  
Expert System ◽  
Learning Styles ◽  
Student Learning ◽  
Learning Style ◽  
System Application ◽  
Student Assessment ◽  
Internal Consistency Reliability ◽  
School Students ◽  
Student Learning Style ◽  
Student Learning Styles

This Android-based expert system application was created to assist teachers in analysing student learning styles and identification of student learning styles that are easy to transfer knowledge in schools. The instrument used was the results of a questionnaire to measure learning style variables and student assessment variables in receiving mathematics lessons. The Android-based expert system application was designed based on student learning style questionnaire, the questionnaire was validated, and internal consistency reliability, set the instrument items and then collected in the rules and decision trees. The results of the questionnaire were taken from 6 elementary schools in Surakarta. The inference method used in this calculation is the forward chaining method, looking at the results of the decision tree as outlined in the expert system application. The Android-based expert system application is very effective and efficient in analysing student learning styles.

Relation of Two Perceptual Styles to Learning a Novel Motor Skill

1986 ◽  
Vol 63 (3) ◽  
pp. 1097-1098 ◽  
Author(s):  
Frank E. Pettigrew ◽  
Cathy M. Buell
Keyword(s):  
Secondary School ◽  
Learning Style ◽  
Motor Skill ◽  
Secondary School Students ◽  
School Students ◽  
Learning Style Inventory ◽  
Significant Difference ◽  
Perceptual Style ◽  
Perceptual Styles

Whether specific perceptual styles are related in learning a novel motor skill was investigated. Using scores on the perceptual component of the Dunn, Dunn, and Price Learning Style Inventory, to determine perceptual style, 98 secondary school students were divided into two groups, kinesthetic/tactile and auditory/visual. No significant difference in skill was observed.

LEARNING STYLES AMONG SECONDARY SCHOOL STUDENTS

2017 ◽  
Vol 4 (24) ◽  
Author(s):  
G. BALAJI
Keyword(s):  
Secondary School ◽  
Learning Styles ◽  
Learning Style ◽  
Secondary School Students ◽  
Learning Experience ◽  
Visual Aids ◽  
School Students ◽  
New Information ◽  
And Performance ◽  
The Individual

The concept of learning style has become an important area of educational research in recent times. The concept of learning styles has been defined as a certain specified pattern of behavior and performance according to which the individual approaches a learning experience, a way in which the individual takes in new information and develops new skills, and the process by which the individual retain new information or new skills. For example, an auditory learner learns best by listening; a visual learner does best with visual aids, where as a kinesthetic learner acquires knowledge through some physical activity, such as building a model , designing a project , or drawing a schematic. The terms ‘auditory learner’, ‘visual learner’ and’ kinesthetic learner’ are not categorical. These terms are just convenient way to learners with certain strengths or natural predominant tendencies. Most people have combination of these strengths or tendencies. There are three types of Learning Styles

Evaluation of a Summer-School Program for Highly Gifted Secondary-School Students: The German Pupils Academy

2002 ◽  
Vol 18 (3) ◽  
pp. 214-228 ◽  
Author(s):  
Heinz Neber ◽  
Kurt A. Heller
Keyword(s):  
Secondary School ◽  
Summer School ◽  
Secondary School Students ◽  
Social Cognitive ◽  
Gifted Students ◽  
School Program ◽  
School Students ◽  
Positive Effects ◽  
Regulatory Strategies ◽  
Cognitive Framework

Summary The German Pupils Academy (Deutsche Schüler-Akademie) is a summer-school program for highly gifted secondary-school students. Three types of program evaluation were conducted. Input evaluation confirmed the participants as intellectually highly gifted students who are intrinsically motivated and interested to attend the courses offered at the summer school. Process evaluation focused on the courses attended by the participants as the most important component of the program. Accordingly, the instructional approaches meet the needs of highly gifted students for self-regulated and discovery oriented learning. The product or impact evaluation was based on a multivariate social-cognitive framework. The findings indicate that the program contributes to promoting motivational and cognitive prerequisites for transforming giftedness into excellent performances. To some extent, the positive effects on students' self-efficacy and self-regulatory strategies are due to qualities of the learning environments established by the courses.

Ethnolinguistic Identity and Television Use in a Minority Language Setting

2012 ◽  
Vol 24 (4) ◽  
pp. 135-142 ◽  
Author(s):  
Jake Harwood ◽  
Laszlo Vincze
Keyword(s):  
Secondary School ◽  
Coping Strategies ◽  
Secondary School Students ◽  
Minority Language ◽  
German Language ◽  
Tv Viewing ◽  
School Students ◽  
Ethnolinguistic Vitality ◽  
Ethnolinguistic Identity ◽  
Television Use

Based on the model of Reid, Giles and Abrams (2004 , Zeitschrift für Medienpsychologie, 16, 17–25), this paper describes and analyzes the relation between television use and ethnolinguistic-coping strategies among German speakers in South Tyrol, Italy. The data were collected among secondary school students (N = 415) in 2011. The results indicated that the television use of the students was dominated by the German language. A mediation analysis revealed that TV viewing contributed to the perception of ethnolinguistic vitality, the permeability of intergroup boundaries, and status stability, which in turn affected ethnolinguistic-coping strategies of mobility (moving toward the outgroup), creativity (maintaining identity without confrontation), and competition (fighting for ingroup rights and respect). Findings and theoretical implications are discussed.

Smart Girls, Dumb Boys!?

2014 ◽  
Vol 45 (2) ◽  
pp. 112-126 ◽  
Author(s):  
Martin Latsch ◽  
Bettina Hannover
Keyword(s):  
Secondary School ◽  
Stereotype Threat ◽  
Gender Stereotypes ◽  
Secondary School Students ◽  
Learning Goals ◽  
School Students ◽  
Compensatory Strategies ◽  
Media Portrayal ◽  
Stereotype Lift ◽  
The Media

We investigated effects of the media’s portrayal of boys as “scholastic failures” on secondary school students. The negative portrayal induced stereotype threat (boys underperformed in reading), stereotype reactance (boys displayed stronger learning goals towards mathematics but not reading), and stereotype lift (girls performed better in reading but not in mathematics). Apparently, boys were motivated to disconfirm their group’s negative depiction, however, while they could successfully apply compensatory strategies when describing their learning goals, this motivation did not enable them to perform better. Overall the media portrayal thus contributes to the maintenance of gender stereotypes, by impairing boys’ and strengthening girls’ performance in female connoted domains and by prompting boys to align their learning goals to the gender connotation of the domain.

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