Assimilator Learning Style Research Articles

The Relationship Between Learning Style and Self-Directed Learning Ability of Korean University Students in Online English Classes

The purpose of this study is to investigate how Korean English learners’ self-directed learning ability varies depending on their learning style and to find out the relationship between their learning style and self-directed learning ability in asynchronous online English classes. The research was implemented for 15 weeks with 66 Korean university students. This study classified students into four learning styles of KLSI 3.1, and examined what changes were made in self-directed learning ability for each style. The results were as follows. First, all of the students with diverging, accommodating, converging, and assimilating learning styles improved their self-directed learning ability. The ranking of learning styles with high improvement in self-directed learning ability was in the order of accommodating, diverging, converging, and assimilating. Second, there was a statistically significant difference in the improvement of self-directed learning ability between diverging and accommodating, and between accommodating and assimilating. Third, among the seven factors of self-directed learning ability, four factors, Zeal for Learning, Voluntary Planning, Future Orientation, and Original Approach showed significant differences in the degree of improvement by learning styles. These findings indicate that teachers should consider learners with various learning styles to promote their self-directed learning abilities in asynchronous online English classes.

Computational thinking on concept pattern number: A study learning style Kolb

This research aimed to determine how the number pattern concept's computational thinking characteristic picture was reviewed from the Kolb model's learning style. The research method used in this study is qualitative descriptive. The research was conducted at one of the state's small schools in Bandung. The research subjects consisted of 29 students in the ninth grade. One of the 29 study issues is selected with assimilator learning styles. The data-gathering techniques used are questionnaire tests, test instruments, and interviews. Angket is used to group subjects into four groups of learning style types. The test instrument was used to describe the computational thinking characteristics of high school students on the concept of number patterns, and the interview was used to strengthen the test summary results of the subject. The results of this study show that the characteristics of computational thinking that each type of learning style dominates are different. Computational thinking students with an assimilator learning style in solving mathematical problems of number patterns can solve issues by involving decomposition, pattern identification, abstraction and generalization, and algorithms. They can generalize patterns using accurate, thorough, complete, and systematic problem-solving strategies.

Academic motivation types and learning styles of students in a faculty of education

This paper aimed to report the results of a descriptive correlational study that examined the relationship between academic motivation and learning styles of pre-service teachers. The study’s participants were 574 pre-service teachers at the Faculty of Education, University of Alanya Alaaddin Keykubat. Two research instruments (Academic Motivation Scale and Learning Styles Inventory) were used for collecting the data. Keeping the aim in mind, three hypotheses were formulated and the pearson’s chi-square test was run in SPSS so as to test the possible relationships in the hypotheses. According to the analysis of the data, the first hypothesis was confirmed while the second and third hypotheses were rejected. Thus, the dominant academic motivation type of converger and accommodator pre-service teachers was external regulation while the preservice teachers with assimilating learning styles were more likely to have knowing motivation. Besides, diverger pre-service teachers preferred either “knowing” or “external regulation” academic motivation type. Last, departments of the pre-service teachers did not determine their academic motivation types and learning styles.

Critical Thinking Ability in Solving Word Problems Based on David Kolb's Learning Style

This study aims to describe students' critical thinking skills in solving word problems based on David Kolb's learning style. The type of research is descriptive qualitative research conducted at MAN in Bantul using purposive sampling. The data collection techniques in this study were critical thinking skills tests, learning style questionnaires, and interviews. The data analysis used is condensation, data presentation, and conclusion Drawing. The results show that students' three learning styles are diverger, assimilator, and converger. Students' critical thinking skills in divergent learning styles are medium and low. The diverger student can master the average indicators of interpretation, analysis, evaluation, inference, and explanation but cannot meet the self-regulation indicators. The student's critical thinking skills with assimilator learning style are high, medium, and low. Students with high and moderate can master all critical thinking indicators, but low assimilator students can master the indicators of interpretation, analysis, evaluation, inference, and explanation. The student's critical thinking ability with a converger learning style is medium and low. Medium converger students can master all critical thinking indicators. Low converger students can master the indicators of interpretation, analysis, evaluation, inference, and explanation but are less able to meet the self-regulation indicators.

The Relationship between Science Teacher Candidates’ Attitudes towards Teaching Profession and Their Self-Efficacy Beliefs towards Teaching Science

This study was aimed to examine the relationship between pre-service science teachers' attitudes toward the teaching profession, their learning styles, and their self-efficacy beliefs toward teaching science. The sample of the research consisted of 127 teacher candidates studying in the Science Education Department of a state university in the 2020-2021 academic year. The data collection tool in the research was the Science Teaching Self-Efficacy Belief Scale; Kolb Learning Style Inventory III and Attitude towards Teaching Profession Scale were used. The research model is the relational survey model, which is under the general survey model. In the survey method, the aim is to uncover a statement in detail. The analysis of the data was carried out with the SPSS statistical program. In the study, it was determined that pre-service science teachers generally have an assimilating learning style, and their learning styles differ according to their grade levels but not according to their gender. In the study, it was determined that teacher candidates generally have a positive attitude toward the teaching profession and their attitudes differ according to their grade levels but not according to their gender. In the study, it was determined that teacher candidates generally have a positive attitude towards the teaching profession and their attitudes differ according to their grade levels but not according to their gender. In addition, the pre-service science teachers' self-efficacy beliefs in science teaching were at a "sufficient" level; significant differences were found in the sub-dimensions of science self-efficacy, belief in efficacy, and outcome expectation, according to gender and grade levels. In addition, a significant relationship was found between pre-service teachers' attitudes toward the teaching profession and their learning styles. There is a positive but low-level relationship between pre-service teachers' level of result expectation, which is the science self-efficacy sub-dimension, and their attitudes towards the teaching profession; No significant relationship was found between the level of efficacy belief, which is the sub-dimension of science self-efficacy, and the attitude towards the teaching profession.

Analysis Mathematical Problem Solving Ability of Assimilator Student: Kolb Learning Style

Student learning styles affect the problem-solving abilities. Therefore, further studies on student learning styles are needed regarding problem solving abilities. This research aims to analyze students' problem-solving ability with assimilator learning styles. This research is qualitative research using descriptive method. The subjects of this study were two students of class XI MIPA 1 SMA Adhyaksa 1 Jambi City. The students in question are students with assimilator learning styles. The instruments used were Kolb's learning style questionnaire, mathematical problem-solving ability tests, and interview guidelines. Based on the results of tests and interviews on the subject, it was found that, in general, not all indicators of problem-solving abilities can be met by students with assimilator learning styles. However, they are good at formulating, planning, and implementing problem solving. However, not by checking again. In formulating the problem, students do not write it on the answer sheet but can explain it well during the interview. The tendency of students to solve problems theoretically causes students to have difficulty when they do not know the formula to solve the problem.

Learning style preferences among clinical year physiotherapy students in Ghana


 
 
 
 Background. Learning style is the manner by which one learns. Every student has a different and unique learning style. However, the educational implication of learning style preferences has been a source of controversy among researchers and educators.Objectives. To determine the learning style preferences of clinical year physiotherapy students.Methods. This cross-sectional study was conducted in 82 undergraduate physiotherapy students from two universities in Ghana. A data-capturing form was used to obtain participants’ sociodemographic information, while the Kolb learning style questionnaire was used to determine the learning style preferences of the students. The χ2 statistic was used to determine the association between gender and learning style preferences, as well as between level of study and learning style preferences.
 Results. The participants comprised 43 (52.4%) male students and 39 (47.6%) female students. Eight (9.8%) students preferred the accommodating learning style, 46 (56.0%) preferred the diverging learning style, 15 (18.3%) preferred the assimilating learning style and 13 (15.9%) preferred the converging learning style. There was a significant association between gender and preferred learning style (p=0.027), but no significant association between level of study and preferred learning style (p=0.179).
 Conclusion. This study revealed that the diverging learning style was the most preferred style, followed by the assimilating learning style. However, there was no association between gender and learning style preferences, as well as level of study and learning style preferences. Further research should be conducted to find the association between the learning environments and the learning style preferences.
 
 
 

KEMAMPUAN BERPIKIR KREATIF SISWA ASIMILASI (ASSIMILATING) DAN KONVERGEN (CONVERGING) DALAM MEMECAHKAN MASALAH NUMERASI

Abstract
 The creative thinking ability is an individual’s capacity in combining logistical and divergent thinking in finding solutions to a problem to produce innovative new products. This study aims to analyze the level of creative thinking ability (LCT) of students with assimilating and converging learning styles in solving numeracy problems. The subjects of this qualitative research consisted of two grade VIII junior high school students who were selected using a purposive sampling technique, namely subjects who had assimilating and convergent learning styles. The research instrument consisted of a learning style questionnaire, a numeracy creative thinking ability test, and task-based interviews. The indicators used to assess creative products include fluency, flexibility, and novelty. Data analysis uses Pierce's triadic analysis or Peirce's semiotics which is the relationship between sign/representamen (which represents something else), object (which describes it), and interpretant (possible meaning or meaning made from it). The results showed that subjects with assimilating learning styles had creative thinking ability with LCT 3 (creative) because they met the indicators of fluency, flexibility and novelty. Meanwhile, students with convergent learning styles have the ability to think creatively with TKBK 2 (creative enough) because they meet the indicators of fluency and flexibility. Even though they did not meet the indicators of the results’s novelty, the students had reached the novelty of ideas. Therefore, teachers are expected to be stimulating students with members of questions related to the truth of the answers of students realizing the calculation they do so students can be more careful when solving the problem.
 Keywords: creative thinking ability, numeracy, assimilating and converging.

Türkiye'deki Hematoloji Uzmanlarının Öğrenme Stillerinin Belirlenmesi ve Eğitim Başarısı Üzerine Etkisinin Değerlendirilmesi

Aim: Learning style can be defined as individual differences in the processes of perceiving information, processing, and placing information in the mind. Creating educational models and learning environmentssuitable for individuals' learning style characteristics will ensure that desired learning outcomes are achieved. Kolb Learning Styles Scale is frequently used to determine learning styles. In our country andin the literature, there is no study evaluating the learning styles of physicians related to minör specializations. With this research, it was aimed to determine the learning styles of hematology specialists.Methods: Kolb learning styles scale and questionnaire were applied to hematology specialists who participated in the "Masterclass" program organized by the Turkish Society of Hematology between 2016-2019, using the online survey monkey method.Results: 70 hematologists from five different masterclass programs participated in the study. Of the hematologists, 61.4% (n= 43) were female and 38.6% (n= 27) were male. The mean age of the participants was calculated as 40 ± 3.16 years [median=39.96 years (35-54)], and the mean duration of specialistic was 4.81 ± 11.39 years [median= 5 (1-10 years)]. The learning style of hematologists is converging with 38 people (54.3%), assimilating with 16 people (22.9%), accommodating with 10 (14.3%), and diverging with 6 people (8.6%) was defined. There was no significant difference in terms of gender, major specialization, titles, institutions, and learning styles of the participants (p> .05). The mean final exam scores of the hematologists were calculated as 63.96 ± 10.99 points [median= 62 (40-91 points)]. It was observed that gender, age, duration of specialization, major specialization, academic title, and learning style had no effect on the final exam score (p>.05).Conclusions: Hematology specialists were found to have predominantly converging and assimilating learning styles. Considering the characteristics of these learning styles while creating hematology education programs and learning environments can contribute positively to traning program.

Investigating the Learning Styles in Clinical Training Among Students of Qom University of Medical Sciences, Iran

Background and Objectives: Learning styles can show changes in how a learner receives and interacts with the environment. Since teaching and improving the current situation for students to learn in clinic settings is one of the tasks of medical education centers, the present study aims to determine the learning styles in clinical education among students of Qom University of Medical Sciences (QUMS). Methods: This descriptive cross-sectional study was conducted in 2020 on 308 students of QUMS from faculties of Medicine, Nursing, Midwifery and Paramedical Sciences who were selected by a stratified random sampling method in two groups of apprenticeship and internship. The data collection tool was the Kolb Learning Styles Inventory. Data were analyzed using descriptive statistics and chi-square test. Results: The mean age of students was 23.7±4.3 years; 54.9% were female and 45.1% were male; 64% were undergraduate students and 36% were doctoral students. It was found that 48.1% of students had an assimilating learning style, 24.7% had a diverging learning style, 17.5% had a converging learning style and 9.7% had an accommodating learning style. There was a significant difference between learning styles in terms of the field of study (P=0.03), but not in terms of gender, educational level, marital status and academic year (first-year and final-year students). Conclusion: Most of students in QUMS have assimilating and diverging learning styles; therefore, providing learning environments appropriate to these styles is important for their better learning and gaining the necessary capabilities in future educational and professional environments.

Kolb's learning style analysis in solving HOTS questions for prospective physics teacher students

This study aims to analyze Kolb's Learning Style (KLS) in solving HOTS questions for prospective physics teacher students. This research is a descriptive study using a qualitative approach. The subjects of this research are second semester students who have joined the Basic Physics course for Archimedes' Principle, amounting to 46 people. The instrument used was a Kolb's Learning Style (KLS) questionnaire, which consisted of 40 statement items, 8 essay questions about HOTS, and interview guidelines. Based on the results of the study, it showed that from the maximum percentage (100%) in each Kolb's Learning Style (KLS) obtained the combination of diverger and assimilator learning styles as the highest average percentage (65.63%) in solving HOTS questions correctly compared to the other learning styles. It is followed by the accomodator (56.25%), the combination of assimilator and converger (54.17%), diverger (53.41%), assimilator (49.22%), and converger (48.61%). There are differences in Kolb's Learning Style (KLS) in solving HOTS questions for prospective physics teacher students where students still experience errors in answering questions. The forms of incorrect answers given by students include: 1) Objects with a smaller surface area must be sink, 2) Heavy objects must be sink, 3) The amount of water affects the state of floating and sinking, 4) Hollow objects always float, and 5) Objects made of something hard must be sink. Based on the results of this study, it can be concluded that the ability of prospective physics teacher students in solving HOTS questions must be trained by adjusting their learning styles.

EDUCATIONAL WARGAMING: Design and Implementation into Professional Military Education

In light of the Commandant’s Planning Guidance, there is a renewed emphasis on educational wargaming in professional military education (PME). While wargaming has a long history in PME, there is currently a gap in the academic literature regarding wargaming as an adult educational tool. Scientific study has focused on adult education theory and models generally, highlighting the identification of four different learning experiences, each tied to a learning style: concrete experience, which suits those with a diverging earning style; abstract conceptualization, which suits those with the converging learning style; reflective observation, for those with an assimilating learning style; and active experimentation, which works well for those with an accommodating learning style. By effectively engaging each of these four experiences, educational wargaming can have utility for a diverse array of learning styles.

Dimensions of Students Learning Styles at The University with The Kolb Learning Model

Someone will learn better if the person concerned understands his character in learning. Individuals in learning have various ways; some learn by listening, some learn by reading, and some learn by discovering. These diverse ways of learning by students are known as learning styles. Kolb's learning style is divided into four types, namely converge, assimilator, diverge, accommodator. The purpose of the study was to determine the profile of student learning styles of the Faculty of Engineering, Universitas Negeri Makassar, which is divided into 9 (nine) study programs. Samples taken with an error rate of 5 percent were 177 students. Purposive sampling is used as a sampling technique with special considerations so that it is feasible to be used as a sample. The research measures four types of learning styles, namely Active Experimentation (AE), Concrete Experience (CE), Reflective Observation (RO), and Abstract Conceptual (AC). The results showed that the accommodator learning style was more dominant in students. Of the eight majors that became the research subjects, seven tended to the accommodator learning style, and only one tended to the assimilator learning style. The accommodator learning style combines the poles of active experimentation (doing) and concrete experience (feeling). The use of learning methods following the learning style is Problem-Based Learning which involves all students in the learning process.

Dimensions of Students Learning Styles at The University with The Kolb Learning Model

Someone will learn better if the person concerned understands his character in learning. Individuals in learning have various ways; some learn by listening, some learn by reading, and some learn by discovering. These diverse ways of learning by students are known as learning styles. Kolb's learning style is divided into four types, namely converge, assimilator, diverge, accommodator. The purpose of the study was to determine the profile of student learning styles of the Faculty of Engineering, Universitas Negeri Makassar, which is divided into 9 (nine) study programs. Samples taken with an error rate of 5 percent were 177 students. Purposive sampling is used as a sampling technique with special considerations so that it is feasible to be used as a sample. The research measures four types of learning styles, namely Active Experimentation (AE), Concrete Experience (CE), Reflective Observation (RO), and Abstract Conceptual (AC). The results showed that the accommodator learning style was more dominant in students. Of the eight majors that became the research subjects, seven tended to the accommodator learning style, and only one tended to the assimilator learning style. The accommodator learning style combines the poles of active experimentation (doing) and concrete experience (feeling). The use of learning methods following the learning style is Problem-Based Learning which involves all students in the learning process.

Reflection of Learning Styles on Students' Anxiety and Learning Levels in Simulation Education: An Obstetrics and Neonatology Nursing Experience.

AIMThis study aimed to investigate whether the learning styles of nursing students affected their anxiety and learning levels during simulation education.METHODThis was a cross-sectional and quasi-experimental study, which included a total of 60 nursing students. The students received simulation education about labor management and first care of newborns. The Learning Styles Inventory III, the Trait Anxiety Scale, and a pretest were used before the simulation education, and the Perceived Learning Scale and a posttest were used after the simulation education to collect data.RESULTSAccording to data from the learning styles inventory, 81.6% of the students had a diverging learning style, 11.7% had an assimilating learning style, and 6.7% had an accommodating learning style. The mean state anxiety score was 49.83 ± 10.59 just before the simulation. The mean pretest score was 51.50 ± 16.96 and the mean posttest score was 54.17 ± 15.22. The perceived learning score was 35.45 ± 5.12. There was a significant difference in anxiety levels in terms of learning styles (p < .005).CONCLUSIONMost of the students in this study had a diverging learning style. Their anxiety levels did not change depending on their learning styles. The pretest/posttest results and perceived learning levels showed that simulation helped to achieve learning in all types of learners.

A comparison on the learning styles of chemistry students and chemistry education students in universities in Turkey

The aim of the study is to compare learning styles of students in the department of chemistry education in education faculties and learning styles of students in the department of chemistry in faculties of science or faculties of arts and sciences in Turkey. The study group of the study is comprised of 1291 undergraduate students in total from the chemistry departments in eight universities and from Chemistry Education departments in 5 universities located in different geographical regions in Turkey. Data was obtained using Kolb Learning Style Inventory. When the entire study group is considered, it is observed that chemistry undergraduate students have diverging learning style as the dominant and that the assimilating learning style as the second among their learning style preferences. It is concluded that chemistry students have assimilating learning style while chemistry education students have diverging learning style as the dominant one according to the departments.

Assessing learning styles of undergraduate logistics students using Kolb's learning style inventory: A cross-sectional survey

Understanding students’ learning styles and adapting instructional strategies to the variety of student learning styles are determinants for effective learning and enhance learning performance. Using Kolb’s learning style inventory (LSI) and demographic questions, this study assesses the learning styles of undergraduate logistics university students by identifying their dominant learning style and by exploring whether students’ demographic factors influence their learning styles. To this end, a cross-sectional survey involving 429 undergraduate logistics university students in South Africa was conducted. The results show that accommodating learning style as the most predominant learning style among undergraduate logistics university students, followed by students with assimilating learning style. The combined proportion of these two groups of students represents more than two-thirds of the sampled population. The study’s findings show that gender and learning styles were significantly related. While the majority of male logistics students displayed the diverging learning style, their female counterparts exhibited the converging learning style. On the other hand, learning styles and age group; learning styles and type of high school attended; and learning styles and nationality were found not to be related. This study has implications for practice and extends the literature on learning styles and demographic factors in the unexplored logistics discipline.

Science Adaptive Assessment Tool: Kolb’s Learning Style Profile and Student’s Higher Order Thinking Skill Level

This study aims to determine students’ profiles of learning styles, levels of higher-order thinking skills, and the effect of differences in students’ competence to various HOTS instruments using the Science Adaptive Assessment Tool application. In this study, researcher used the descriptive survey approach. The subjects of this study were 251 students of grade 8 (Al-Zahra Indonesia Secondary school and MTsN 1 South Tangerang (Islamic Secondary school) academic year of 2019/2020. The research instrument used was a test to measure 21st century skills (HOTS), which varied on the learning styles of students studying natural science (Biology and Physics). The instrument was validated by expert judgment and empirically tested in order to obtain instrument reliability of learning style with adequate to high category variations. The results shows: (1) the profile of the most popular student learning styles is the assimilator (27,50%), while at least it is converger (20,71%); (2) Females tend to have assimilator learning style pattern, while males tend to have an accommodator learning style; (3) The higher-order thinking skills level in the Biology material was moderate (an average score of 39,69 from a maximum score of 70). The physics subject is in the lower category (an average score of 21,28 from a maximum score of 70); (4) The achievement of the HOTS score was influenced by the type of learning style and had average of a very small correlation, (5) There was significant difference incompetence across the Kolb’s learning styles—divergers, assimilators, convergers, and accommodators with the use of various HOTS instruments.

Evaluation of Learning Styles of Clinical Dental Students in Ardabil University of Medical Sciences and Determining Their Relationship with Satisfaction with Education Status

Background & Objective: Education and learning are affected by different variables, such as learning style, which can affect educational performance and higher education output. This study aimed to evaluate the learning styles of dental students and their satisfaction with education at the dental school. Materials and Methods: This descriptive-analytical study was performed on 109 clinical dental students in 2016-2017. After completing the Kolb learning style questionnaire, the satisfaction of students with the education at the dental school was assessed with one question scored in a range of 0-10 (from completely dissatisfied to completely satisfied). In addition, a P-value of less than 0.05 was considered significant. Results: In this study, the learning styles of converging (57.8%), assimilating (21.6%), diverging (12.8%), and accommodating (7.8%) were the most-to-least used styles, respectively. According to the results, no relationship was observed between the learning model and variables of gender, GPA, and academic semester. Moreover, there was no significant association between mean educational satisfaction of students (4.8±2.6) and their learning style (P=0.4). Conclusion: According to the results of the present study, converging and assimilating learning styles were the most frequently applied learning models among dental students. It is recommended that problem-focused education along with lecture-based teaching be applied as a suitable training method.

Students’ mathematical thinking and their learning style

The purpose of this study is to describe the students’ mathematical thinking based on their own learning style. The second objective of this research is to find out which one of the learning styles which has the highest mean score of the students’ mathematical thinking. In addition, this study also aims to find out whether there is a relationship between the students’ mathematical thinking with the learning style they have. Based on the result of research, the students’ mathematical thinking mostly in the medium and high category. Meanwhile, the dimension of learning style possessed by the majority of students is an assimilating learning style. Students with moderate and high students’ mathematical thinking categories, have an assimilating learning style. The mean score of the highest students’ mathematical thinking test is obtained by group of students with converging learning style. Although there is a difference in the statistical description, but the relationship between students’ mathematical thinking with their own learning styles is not significant. Nevertheless, the knowledge of the description of these two variables can serve as a good enough reference for determining the students’ self-development direction in the future.