Academic Performance of Chemistry Majors in Selected Chemistry Courses: Input For The Licensure Examination Preparation

2013 ◽  
Vol 5 (1) ◽  
Author(s):  
Maribel S. Tizo ◽  
Nenita D. Palmes
Keyword(s):  
Academic Performance ◽  
Learning Styles ◽  
Learning Style ◽  
Teaching Strategies ◽  
Instructional Materials ◽  
Licensure Examination ◽  
School Factors ◽  
Related Factors ◽  
Chemistry Achievement ◽  
Geographical Regions

Students’ achievement in the field of science depends on many related factors of teaching and learning particularly in chemistry subjects. Thus, it may be helpful to determine objectively whether or not teachers, students’ and school factors are influencing the academic performance of the students and the importance of which as input to chemistry licensure examination. Descriptive statistics were used. The multivariate analysis on the form of principal components analysis (PCA) and general linear model (GLM) were also used. Female respondents comprised the majority. Parent’s highest educational levels were college graduate, and most of the students came from State Universities and Colleges. Most of the students were members of school organizations, non-recipient of scholarship; and many of them were indulged in extra-curricular activities. Generally, learning style did not influence academic performance. Among the teaching strategies which were favored by the students was lecture and discussion. Students performed best in Organic Chemistry but they had low Chemistry achievement index. Recipient of a scholarship grant and attitude towards Chemistry were individually significant. Instructional materials and the library sources were not significant predictors of chemistry achievement. Further research is needed to explore the problem on a large sample from more scattered geographical regions. Keywords – Chemistry, students achievement, learning styles, instructional materials, teaching strategies, descriptive design, Philippines

The Effect of Teaching Strategies and Learning Styles on the Students’ Achievement

2014 ◽  
Vol 11 (2) ◽  
Author(s):  
Teguh Satria Amin ◽  
Eddi Setia ◽  
Lince Sihombing
Keyword(s):  
Reading Comprehension ◽  
Learning Styles ◽  
Learning Style ◽  
Teaching Strategies ◽  
Sampling Technique ◽  
Reflective Learning ◽  
Direct Reading ◽  
Group 2 ◽  
Experimental Group ◽  
Cluster Random Sampling

This research investigates 1) students’ achievement in reading comprehension taught by using Direct Reading Thinking Activity (DR-TA) strategy is higher than taught by using Know, What to Learn, and Learned (KWL) strategy, 2) students’ achievement in reading comprehension with impulsive learning style is higher than students’ achievement in reading comprehension with reflective learning style, and (3) there is  interaction between teaching strategies and learning styles on the students’ achievement. Two classes containing of 70 students were chosen as sample by apllying cluster random sampling technique. The experimental group 1 was treated by using DR-TA and the experimental group 2 was treated by using KWL. The students’ achievement was measured by using test. The questionnaire was conducted to find out the students’ learning style. The data were analyzed by applying two-ways analysis of variance. The findings show that (1) the students’ achievement in reading comprehension taught by using DR-TA higher than using KWL; (2) students’ achievement in reading comprehension with impulsive learning style is lower than that with reflective learning style; (3) there is interaction between teaching strategies and learning styles on the students’ achievement in reading comprehension. The analysis revealed that the teaching strategies significantly affected the students’ reading achievement.   Keywords: DR-TA, KWL, Impulsive Learning Style, Reflective Learning Style, Reading Comprehension

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.

scholarly journals A Proposed Model for Detecting Learning Styles Based on Agent Learning

2016 ◽  
Vol 11 (10) ◽  
pp. 65 ◽  
Author(s):  
M S Hasibuan ◽  
L E Nugroho ◽  
P I Santosa ◽  
S S Kusumawardani
Keyword(s):  
Learning Styles ◽  
Learning Style ◽  
Evaluation Model ◽  
Learning System ◽  
Learning Activities ◽  
Instructional Materials ◽  
Data Driven ◽  
Automatic Learning ◽  
Proposed Model ◽  
Agent Learning

A learning style is an issue related to learners. In one way or the other, learning style could assist learners in their learning activities if students ignore their learning styles, it may influence their effort in understanding teaching materials. To overcome these problems, a model for reliable automatic learning style detection is needed. Currently, there are two approaches in detecting learning styles: data driven and literature based. Learners, especially those with changing learning styles, have difficulties in adopting these two approach since they are not adaptive, dynamic and responsive (ADR). To solve the above problems, a model using agent learning approach is proposes. Agent learning involves performing activities in four phases, i.e. initialization, learning, matching and, recommendations to decide the learning styles the students use. The proposed system will provide instructional materials that match the learning style that has been detected. The automatics detection process is performed by combining the data-driven and literature-based approaches. We propose an evaluation model agent learning system to ensure the model is working properly.

Visual-Based Resources for Teaching

2010 ◽  
pp. 112-121
Author(s):  
Lawrence A. Tomei
Keyword(s):  
Learning Styles ◽  
Learning Style ◽  
Web Sites ◽  
Instructional Strategy ◽  
Visual Media ◽  
Individual Learning ◽  
Instructional Materials ◽  
Multimedia Environment ◽  
Power Point ◽  
Slide Shows

Research has found that students learn better when they rely on the instructional strategy best suited to their own particular learning style (Fitzsimmons, 1996). While concrete learners depend on the text-based workbook for reinforcement, abstract learners find visual media more to their liking. Microsoft Power Point creates presentations suitable for the classroom by offering a multimedia environment for concepts and ideas important for understanding. It provides a suite of tools to create powerful slide shows incorporating bulleted lists and numbered text; multimedia clip art, pictures, sounds, and movies; links to teacher-validated web sites, programs, and documents; colorful charts and graphs; and, a choice of output options tailored to individual learning styles. Power Point offers an extensive fare of commands, options, and menus. With the advanced features of auto content wizard, hyperlinks, and printing alternatives, it also provides an array of all the tools necessary to build truly exciting and interactive instructional materials.

scholarly journals The relationship between learning styles and students` chemistry achievement

2018 ◽  
Vol 37 (1) ◽  
pp. 79
Author(s):  
Stanislava Olić ◽  
Jasna Adamov
Keyword(s):  
Learning Styles ◽  
Learning Style ◽  
Chemistry Education ◽  
Second Grade ◽  
Chemistry Achievement ◽  
Learning Style Inventory ◽  
Second Grade Students ◽  
Oxidation Reduction ◽  
Chemical Content ◽  
The Relationship

This research aimed to determine the chemical content which is the most challenging for students, and also to study the differences in chemistry achievement among students who prefer different learning styles. The study was carried out on the sample of 265 second grade students (aged 15–16 years) from seven grammar schools in Vojvodina (Serbia). Two instruments were applied in the study to determine the learning styles: chemistry knowledge test and Learning Style Inventory (LSI version 3.1). According to the findings, students have difficulty learning the contents of the topics Chemical Equilibrium, Salt Hydrolysis and Oxidation-Reduction Reactions. The findings show that there is a significant relationship between achievements in chemistry and students’ learning styles. The findings obtained in this research represent a step towards improving chemistry education since they identified the topics that students find it the most difficult to learn.

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 NEURO LINGUISTIC PROGRAMMINNG AND DIFFERENTIATED TRAINING

2017 ◽  
Vol 5 ◽  
pp. 751-756
Author(s):  
Constantin Petrovici ◽  
Tudor Stanciu
Keyword(s):  
Learning Styles ◽  
Learning Style ◽  
Teaching Strategies ◽  
Individual Learning ◽  
Learning Assessment ◽  
Teaching Activities ◽  
Programming Theory ◽  
Inclusive Learning ◽  
The Individual ◽  
Teaching Learning

This article analyses the different modalities of applying the theory of learning styles in the teaching-learning-assessment process.On the assumption that the mode of receiving information influences how we learn, the researchers Richard Bandler and John Grinder created the Neuro linguistic programming theory. Learning that considers the neuro-linguistic paradigm is an inclusive learning type, which harmonizes the individual needs of the learner with concrete ways to meet those needs. This type of differentiated training represents a tool which allows teachers to achieve the best possible correspondence between their teaching strategies and individual learning styles.To support our arguments, we created an example of teaching activities using the Neuro linguistic paradigm in mathematics lessons. This example illustrates how each student can be directed in the process of solving tasks useful in the issue demonstration, tasks which are appropriate to his learning 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 EFFECT OF TEACHING STRATEGIES AND LEARNING STYLE ON STUDENTS’ ACHIEVEMENT IN READING COMPREHENSION

2020 ◽  
Vol 3 (1) ◽  
pp. 68-77
Author(s):  
Fitri, Ayu
Keyword(s):  
Reading Comprehension ◽  
Learning Styles ◽  
Learning Style ◽  
Teaching Strategies ◽  
Visual Learning ◽  
Advance Organizer ◽  
Visual Style ◽  
Group 2 ◽  
Experimental Group ◽  
Group 1

The objectives of this experimental research were to investigate whether: 1) students’ achievement in reading comprehension taught by using advance organizer strategy was higher than taught by using reciprocal strategy. 2) students’ achievement in reading comprehension with visual style was higher than that students with verbal style, and 3) there was interaction between teaching strategies and learning styles on students’ achievement in reading comprehension. The population of this research was the students in grade X of private senior high school named SMA Kartika I-1 Medan in 2012/2013 school year. The total number of population was five classes containing 200 students. There were two classes containing 83 students chosen as sample of this research by applying cluster random sampling technique. In further, there was cluster random assignment done in both two classes in order to know the position of the class whether as experimental group 1 or experimental group 2.The experimental group 1 was treated by using advance organizer strategy and the experimental group 2 was treated by using reciprocal strategy. Then,the research design was experimentby using factorial design 2x2 because there is two independent variables (teaching strategies) and two attributives (learning styles). The questionnaire was conducted for classifying the students’ learning style upon the visual and verbal. Next, students’ achievement in reading comprehension text was measured by using reading comprehension test. The data were analyzed by applying two- way analysis of variance (ANOVA) at the level of significance ?= 0,05. The result reveals that (1) students’ achievement in reading comprehension taught by using advance organizer was higher than that taught by using reciprocal strategy, with Fobs= 9,1Ftab= 3,96, (2) students’ achievement in reading comprehension with visual learning style was higher that that with verbal learning style, with Fobs=11,7 Ftab= 3,96,(3) there is  interaction between teaching strategies and learning styles on students’ achievement in reading comprehension with Fobs= 47,4Ftab= 3,96. Moreover, Tuckey-Test result also showed that visual style students got higher achievement if they were taught by using advance organizer strategy while verbal style students got higher achievement if they were taught by using reciprocal strategy.

Understanding Online Cultural Learning Styles and Academic Performance of Management Students in an Ethnic Context

2018 ◽  
pp. 317-339
Author(s):  
Syed Raza Ali Bokhari ◽  
Iqbal Ahmed Panhwar
Keyword(s):  
Academic Performance ◽  
Learning Styles ◽  
Learning Style ◽  
Structural Equation ◽  
Epistemological Beliefs ◽  
Negative Relationship ◽  
Cultural Dimensions ◽  
Mba Students ◽  
Student Academic Performance ◽  
Learning Styles Inventory

This study utilizes Structural Equation Modeling with maximum likelihood discrepancy function to examine the relationship among various cultural dimensions and multicultural learning styles, and subsequently the impact thereof on student academic performance. 210 MBA students who enrolled in an online class were examined. The hypothetical model integrated proven learning styles and cultural theories. While Kolb's Learning Styles Inventory (LSI) version 3.1 captured attributes of learning style preferences, the Cultural Dimensions of Learning Framework questionnaire developed by Parrish and Linder-VanBerschot (2010) captured cultural preferences. Three structural models (epistemological beliefs, social beliefs, and temporal perceptions dimension of culture) were analyzed. It was found that epistemological beliefs and temporal perceptions dimensions of culture exhibited a positive relationship with multicultural learning styles; the social relationship dimension showed negative relationship, while total effect on student academic performance across was relatively similar across all models.

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