Interaction between Learning Style and Gender in Mixed Learning with 40% Face-to-face Learning and 60% Online Learning

Anthony Anggrawan,Nurdin Ibrahim,Christofer Satria,Suyitno Muslim

doi:10.14569/ijacsa.2019.0100550

Anthony Anggrawan, Nurdin Ibrahim + Show 2 more

Open Access

https://doi.org/10.14569/ijacsa.2019.0100550

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Abstract

Student learning styles are important factors that have a strong impact on student performance in learning outcomes. That is why each learning method will produce different learning outcomes for students who have different learning styles. According to the previous study concluded that mixed learning produces learning outcomes that are superior to online and face-to-face learning models, but the questions are how is the difference between learning outcomes between student learning styles in mixed learning, and whether there is an interaction between mixed learning models and student learning styles towards learning outcomes. This study provides a scientific answer solution, by conducting experimental research of mix learning with a mixture of 40% face-to-face material learning and 60% online material learning for the subject of Algorithms and Programming. Based on 2-way ANOVA, T, and SCHEFFE tests towards student learning outcomes in this study, it is found: there are differences in learning outcomes between students who have different learning styles, the learning outcomes of male students achieve better learning outcomes than female students, and there is an interaction between student gender and student learning styles towards learning outcomes, where with further tests, it was found that there is no difference in learning outcomes based on student learning styles of all students except students who have a visual learning style with male sex achieving superior learning outcomes than students who have auditory and kinesthetic learning styles.

Highlights

Apart from the learning model, whether face-to-face learning models, online learning or training learning, all lead to the same principle, namely to advance learning so as to produce better learning outcomes
The learning styles of students, student gender, and courses studied are among the factors that contribute to the learning outcomes in addition to the learning model/method
This research was conducted on mixed learning with a mixture of 40% face-to-face lesson and 60% online lesson in Algorithm and Programming subject matter

Summary

Introduction

Apart from the learning model, whether face-to-face learning models, online learning or training learning, all lead to the same principle, namely to advance learning so as to produce better learning outcomes. Whereas to find out the learning model whether the learning outcomes are better in learning certain subjects, scientific research is needed. The achievement of learning outcomes in the cognitive domain is limited to the full effect due to the influence of the learning model, but there are other factors that contribute to the cognitive success of learning in each course. The learning styles of students, student gender, and courses studied are among the factors that contribute to the learning outcomes in addition to the learning model/method. Known as cognitive styles or learning preferences show how students prefer ways of learning [1][2] and are characteristic behaviors that tend to be relatively stable over time [1]. Learning style is defined as a person's natural way, one's habits and something more suitable for someone in absorbing, processing and mastering new information and skills [3] and is an integral component of the learning environment [4]

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