Differences In Learning Styles Research Articles

Development of GOFIN (Google form interactive)-based on the short story worksheet with differentiated learning approach

The availability of interactive-based student worksheets that also take into account differences in learning styles is necessary to address the challenges of the digital era in teaching short story writing. This research aims to develop Student Worksheets (LKPD) based on Gofin (Interactive Google Form) for short story text learning with the application of a differentiated approach that is suitable for interests, abilities, and learning styles. This developmental research adapts the ADDIE model and carries out three steps, namely analysis, design, and development. The implementation and evaluation steps are conducted in subsequent research. The research results indicate that this LKPD is highly suitable and engaging with a material validity rate of 87%, media validity of 83%, and student response of 96%. This LKPD is designed to accommodate differences in students' learning styles (kinesthetic, auditory, visual) so that learning objectives can be maximally achieved.

Promoting diversity through exploring and addressing “achievement/opportunity gap” in nursing education: A call to action

Promoting diversity, equity, inclusion, and belonging in nursing education is a contemporary issue. The purpose of this paper is to iterate a call to action for exploring and addressing achievement/opportunity gap in nursing education and propose strategies to address this gap in order to advance diversity, equity, inclusion, and belonging in educational institutions. Achievement/opportunity gap is an academic performance difference among students based on their socioeconomic status, age, race, ethnicity, and other demographic and sociocultural variables, and can lead to lack of career readiness among students. Four strategies are offered to address the achievement/opportunity gap in nursing education which includes a) explicit exploration of the gap to gather baseline information, b) taking an intersectional approach to examine differences in learning styles, beliefs, values, and learning needs of underrepresented and minority student populations, c) offering extensive co-designed preparatory programs to students who may be more prone to encounter this gap, and d) creating support communities for students to foster their academic performance.

An Analysis of Medical Students’ Learning Experiences in Small Group-Based Teaching in Kurdistan Region-Iraq

Objective: This study aims to evaluate the learning styles, activities, and experiences of medical students within the context of small groupbased teaching in the Kurdistan Region of Iraq. Methods: A cross-sectional study was conducted between February and May 2022 at Zakho College of Medicine, involving students from various medical colleges in the region. A pre-designed questionnaire was administered both in-person and online. Comprising two main parts in addition to demographic information, the questionnaire assessed students' learning styles based on O'Brien's modality learning channel preference and their preferences and experiences in small-group settings. Results: The sample included students from the 1st to the 5th stage, totaling around 400 participants. The cohort was predominantly female (60.05%) and largely from the 2nd stage of medical education (55.03%). Visual Learning was the most common learning style, particularly among female students. Significant variations in learning styles were noted across different academic stages and universities. Small-group activities and formative assessments were generally favored. While most students were either "satisfied" or found it "natural" concerning group size, dissatisfaction was prominent regarding available teaching resources. Statistical analyses confirmed significant differences in learning styles, preferred teaching methods, and feelings about the learning environment. Conclusion: The study offers critical insights into the diverse learning preferences and experiences of medical students in small-group settings. Despite a general preference for Visual Learning and small-group activities, significant variations exist, warranting a nuanced approach to educational strategy. Given the diverse learning preferences and significant dissatisfaction with available resources, a multifaceted educational approach is recommended, including diverse teaching and assessment methods and increased investment in teaching resources.

Impact of The Covid-19 Pandemic on Student Learning Styles: Naïve Bayes and Decision Tree Classification in Education

The Covid-19 pandemic significantly changed education with social distancing and changes in the learning environment. In this study, one strong reason for the significance of the research is the urgency of changes in students' learning styles during the Covid-19 pandemic. Investigating differences in learning styles before and during the pandemic not only provides deep insight into students' adaptation to these changes, but also provides a foundation for the development of more inclusive and adaptive learning strategies in the future. This study aims to analyze the effect of the Covid-19 pandemic on students' learning styles in an educational context, focusing on the comparison of two classification methods, Naïve Bayes and Decision Tree. The study was conducted by collecting data on students' learning styles before and during the Covid-19 pandemic, using various relevant indicators. The data was obtained based on school survey results and online platforms, involving student characteristics and learning preferences. The data was then analyzed using Naïve Bayes and Decision Tree classification methods to identify significant changes in students' learning styles. The results showed the prediction accuracy of learning style changes with Naïve Bayes 68.75% and Decision Tree 87.50%. Recommendations for educators and education policy makers are to develop inclusive and adaptive learning strategies to meet diverse learning preferences. 

Misconceptions of mathematics in higher education universities when learning with Google classroom based on learning styles and gender differences

The purpose of this study is to comprehensively describe the results of the analysis of the ability to understand concepts and misconceptions in terms of differences in learning styles, as well as gender differences. The data to be collected in this study is in the form of primary data and secondary data. The primary data is obtained from primary sources and secondary data is obtained from secondary sources. The primary source in this study is informants, namely students, and the secondary source is documentation of student test scores as an illustration of student abilities. The instruments in this study are student learning style tests and auxiliary instruments in the form of misconception diagnostic tests. Learning style test in the form of a questionnaire. This instrument is used to uncover visual, auditorial, and kinesthetic learning style variables. Misconception diagnostic tests use the Certainty of Response Index (CRI). The results of the CRI analysis based on student answer criteria are: (a) 5.83% of student problem solving do not know the concept (lucky guess); (c) 22.30% of the student problem solvers did not know the concept; (b) 50.18% of student problem solving mastered the concept well; and (d) 21.69% of student problem solving occurred misconceptions.

Learning and Teaching Styles in The Graduate School Education: Identifying, Analyzing, and Facilitating

This research study, conducted within the past year, delved into the intricate interplay between learning and teaching styles in the context of graduate school education. Employing a mixed-methods approach, the study sought to identify, analyze, and facilitate the alignment of these styles to enhance the quality of graduate education. The investigation began with an exploration of the predominant learning styles among graduate students, revealing a diverse spectrum including diverging, assimilating, converging, and accommodating preferences. This diversity highlighted the importance of recognizing individual differences in learning styles within this student cohort. Educators in graduate schools employed a range of teaching styles and pedagogical approaches, including lectures, case studies, group discussions, and hands-on experiments. The diversity of teaching methods demonstrated a willingness among educators to adapt to varying learning needs and promote student engagement. However, the study unveiled a significant finding: there was not always perfect alignment between students' learning styles and educators' teaching styles. This misalignment emphasized the need for greater awareness and adaptation to cater to the diverse learning preferences of graduate students. The impact of this alignment, or lack thereof, was evident in student engagement and academic performance. When there was congruence between learning and teaching styles, students reported higher levels of engagement and satisfaction. Diverse teaching methods challenged students and prepared them to adapt to varying educational environments. Academic performance was notably influenced by the degree of alignment between learning and teaching styles, emphasizing the significance of tailored teaching approaches. The study concludes with a set of recommendations aimed at optimizing the alignment between learning and teaching styles in graduate school education. These recommendations encompass faculty pedagogical training, flexible curriculum design, student-centered learning, regular assessment and feedback mechanisms, faculty collaboration, technology integration, awareness campaigns, mentorship programs, research and assessment initiatives, and the promotion of inclusive learning environments. In summary, this research underscores the complex and dynamic relationship between learning and teaching styles in graduate education. Recognizing the diversity of learning preferences among graduate students and promoting adaptability in teaching methods are critical steps toward optimizing the graduate education experience. The findings contribute to ongoing discussions on pedagogical practices and their impact on student success in graduate school education, offering valuable insights for educators, administrators, and policymakers.

Analisis Gaya Belajar Siswa dalam Menerapkan Pembelajaran Berdeferensiasi

Students have unique characteristics because they possess distinct attributes that cannot be shared by others. In preparing for teaching activities, it is crucial for teachers to pay attention to their knowledge of the students' individual characteristics. Learning should be based on a curriculum. However, a change in the curriculum nowadays does not necessarily maximize or enhance the quality of student learning. This is due to the lack of identification of learning styles, as students have different learning styles when they receive explanations from teachers. The purpose of this research is to analyze the tendencies of students' learning styles at SMAM 2 Wuluhan. The results of this analysis will serve as data to implement differentiated learning in that class, designed to consider the differences in students' characteristics regarding learning styles. This research is qualitative descriptive in nature. Data collection techniques include classroom observations, interviews, and questionnaire distribution. Through the analysis technique, the obtained data are categorized into specific learning style groups, meaning that the data are examined and evaluated to draw conclusions. Based on the analysis of students' learning styles at SMAM 2 Wuluhan, it was found that students in class X have diverse learning styles. It is evident that students' learning styles are 54% visual, 14% auditory, and 32% kinesthetic. Teachers can develop learning methods in accordance with each student's learning style, making students feel more comfortable during the teaching and learning process. In this context, these efforts are integrated into differentiated learning that aims to meet the various learning needs of each student. Differentiated learning takes into account the differences in students' learning styles, and the analysis results become a starting point for grouping students based on these differences for future study plans.

Technological interventions for learning enrichment/enhancement in student with diverse needs

In recent times, there has been a notable surge of interest in inclusive education, especially concerning students with disabilities. As advancements in technology continue to shape educational landscapes, the integration of technological interventions to enhance learning experiences has become a focal point. This study delves into the realm of learning enrichment and enhancement for students with diverse needs through the lens of digital/technological interventions. The primary objective of this research is to explore the impact of various technological interventions on the learning journey of students with diverse needs including disabilities. This paper probes into the theoretical foundations and practical applications of technology-driven approaches to enrich and enhance the learning experiences of students with diverse needs. Drawing from an extensive review of literature and theoretical frameworks, this paper elucidates the multifaceted nature of diversity in education, encompassing differences in learning styles, abilities, cultures, and backgrounds. Moreover present paper advocates for a holistic approach to utilizing technology as a catalyst for learning enrichment and enhancement in students with diverse needs. It also highlights the urgency of reimagining education systems to ensure that every student, regardless of their unique learning requirements, has the opportunity to thrive and reach their full potential through the thoughtful integration of technology.

Relationship Between Learning Styles and Academic Performance in Yarsi University Medical Student

Methods of medical education in Indonesia continue to experience development in line with the development of medical science and practice which has made many advances in pursuing public health. Medical education students are expected to be adaptive in achieving predetermined medical competencies. The results of the study stated that there were several factors that influenced the low achievement of students including learning strategies, learning motivation, psychological conditions, family, and health problems. Research by Jafari et al. states that there is a significant relationship between learning styles and student academic achievement.Learning styles that are consistent and in accordance with student character can improve academic achievement. The things that cause differences in learning styles include culture, ways of education, and the teaching and learning process in each institution. The data collected in this study there are 2 types of data, namely primary and secondary. Primary data collected with the VARK questionnaire instrument to assess learning styles. The secondary data collected was in the form of GPA of Yarsi University Faculty of Medicine students for the 2022/2023 academic year. The total number of respondents in this study was 240 consisting of batches of 2019, 2020, 2021, and 2022. Students of the Faculty of Medicine, Yarsi University, batches of 2019, 2020, 2021, and 2022 with a total of 240 respondents, 24 of whom had a Visual learning style (10%) , Auditory 26 (11%), Reading 118 (49%), Kinesthetic 22 (9%), and Multimodal 50 (21%). The relationship between learning styles and the Grade Point Average (GPA) has a weak correlation.

Nature of Multiple Intelligences and Perceptual Learning Styles of Prospective Teachers in West Bengal, India

In light of the students' various learning styles and levels of intelligence, different pupils learn in different ways. This study analyses the multiple intelligences and learning styles of 410 prospective teachers from teacher training institutes in West Bengal, India. During the data collection procedure, researchers used a random sampling technique. It indicates that there are differences between women and men in particular forms of intelligence (spatial, musical, interpersonal, and intrapersonal), which tend to be disregarded in our conventional teacher education programmes. The verbal-linguistic, logical-mathematical, and bodily-kinesthetic categories of intelligence—which are frequently acquired through curriculum—do not exhibit statistically significant gender differences. The sensation-intuition dimension is the only one where there are gender differences in learning style. The sole conclusion that can be drawn from these findings is that prospective teachers' preferred learning styles are merely disregarded during the teaching-learning process, which should include techniques for nurturing them. The findings of this study imply that incorporating teaching methods that take into account multiple intelligences and learning styles may have a positive impact on students' academic performance. Comparably, while deciding which students to accept for a given course, academic institutions must take multiple intelligences into consideration as well. Keywords: Multiple Intelligences, Learning Styles, Prospective Teachers

Learning Styles and Cultural Differences: A comparative study of cultural differences in Austrian and Mongolian Students

This study shows the relationship between the types of cultural differences and learning styles of Kolb's learning model. Although several cross-cultural studies on learning styles suggest that learning styles may differ from one culture to another, the question of which cultures are associated with which learning styles and abilities has been less explored. This study focuses on the empirical findings of comparative studies on past cross-cultural differences in learning styles and considers how the propositions generated by the theory tests may reflect their past empirical findings. This research shows that culture is associated with specific learning styles and abilities.

Applying Smart Glasses in Situated Exploration for Learning English in a National Science Museum

Research on the use of augmented reality technology in museums is mostly limited to scientific knowledge. The use of wearable device technology learning materials to benefit students in the process of English learning has been somewhat explored, along with differences in students' learning styles and their influence on students' learning motivation, but there remains much to be done in this field. This study explored the learning effect of smart glasses integration into the English language dinosaur exhibition at the Museum of Natural Science and investigated their impact on motivation. The experimental group used smart glasses learning strategy to facilitate their learning experience, while the control group used tablets learning strategy. The research results show that: (1) Learning effectiveness and motivation were significantly superior when using smart glasses learning strategy, as compared to using tablet learning strategy when learning through the English language situated exploration game. (2) The interaction between different learning strategies and learning styles had a significant impact on learning effectiveness. In the smart glasses learning strategy group and the tablet learning strategy group, the learning effectiveness of the kinesthetic students was significantly higher than those of the auditory students. The learning effectiveness of the visual students using the tablet learning strategy was higher than auditory students. (3) The interaction between different learning strategies and learning styles had no significant effect on learning motivation. In terms of learning motivation, visual students were more affected than auditory and kinesthetic students.

Understanding Treatment Anxiety and Utility of Mixed Media Educational Tools in Radiation Oncology Consultation: A Qualitative Study

Anxiety and adjustment disorders are prevalent in cancer patients, especially at the initiation of treatment, which may be alleviated by improved communication at initial consultation. The purpose of this study is to explore patients' needs in how radiation consultation may improve treatment-related anxiety and the role of multimedia visual tools. Eight patients previously treated with partial or whole breast irradiation at our institution were interviewed in a semi-structured manner at a median of 1.54 months (range 0.13 - 12.42) after they completed radiation. Interview questions included expectations prior to consultation, experience of consultation and treatment, and the role of augmented reality or multimedia tools. Two independent reviewers performed an inductive, thematic analysis to generate themes and subthemes (inter-rater reliability = 0.79). Four main themes were identified in thematic analysis: information expectations, anxiety, personalized education, and visual aids. Patients described preconceptions of radiation, desire for greater volume of information, importance of repetition from providers, benefit of seeing treatment set-up during simulation, and frustrations with the breath-holding process. Anxiety was related to fear of the unknown, difficulty remembering information when anxious, difficulty asking questions, and ambiguity of information worth worrying about. Patients expressed a desire for personalized education, including accounting for prior health conditions, varying health literacy, preference for individualized presentations, and minimizing extraneous input from those not on the healthcare team. Patients desired visuals during consultation, favored 3D technology over 2D mediums, acknowledged differences in learning style, and preferred an interactive component of patient education done in conjunction with visual tools. While verbal consultation process provides valuable education regarding radiation treatment, patients continue to experience anxiety attributed to fear of the unknown. Augmenting the standard initial consultation with interactive visual aids, particularly in the form of a 3D medium, may enhance the patient experience at time of consultation. The results of this study will inform the development of a patient educational tool and clinical study named Curie therapy User eXperience (CurieUx) to be used during radiation oncology consultations.

Inclusive Play: Defining Elements of Playful Teaching and Learning in Culturally and Linguistically Diverse ECEC

Inclusive values are integral to early childhood education and care (ECEC) policies, promoting equal participation opportunities and individual support for all children. Play serves as a method for meaningful engagement, mutual cultural knowledge creation, and learning within ECEC. Pedagogical play entails teachers’ observation, interaction, support, and guidance. This study investigates practical elements and methods employed by teaching staff and experienced by children during playful activities. Conducted as a case study in two culturally diverse ECEC centers during spring 2023, data collection involved video-recorded monitoring of children’s daily activities in five groups. Video data were transcribed and analyzed using content analysis tools to identify categories of inclusive play. Findings are presented as narratives to honor children’s experiences. The study identifies five elements of inclusive play: teachers’ active participation and presence, balanced repetition with flexible plans and adaptive goals, playful language fostering joy in play, non-verbal and kinesthetic communication with enabling tools, and emerging play marked by interaction and lasting intensity. These elements reveal opportunities and challenges for children’s inclusion and learning approaches, informing recommendations for promoting inclusive play in ECEC. Inclusive play emphasizes diverse strategies accommodating differences in learning styles and modes of knowledge expression among teaching staff and children.

An Analysis of Students’ Learning Style in Speaking English At MAS Proyek Univa Medan

This research aims to analyze students' learning styles on English speaking ability at MAS Project Univa Medan school. The research method used by the researcher is descriptive qualitative and the assessment instrument uses interviews and observations. The population in this study were students of MAS Project Univa Medan. The research sample was six students. This research instrument consists of 15 interview questions, and each of the 5 questions is to find out the learning styles of students, namely visual, auditory and kinesthetic. The data results show that there are differences in students' learning styles in speaking ability. Based on the interview results, learning style is one of the most important aspects to improve students' English speaking ability in this school. As a teacher, you have to understand the students' learning styles so that the process of teaching and learning activities runs smoothly. And after knowing students' learning styles, teachers can more easily deliver the material.

Learning styles as determinants of self-efficacy in children of primary school age

The paper presents the results of research conducted on a sample of 126 students from the seventh to the ninth grade of the Elementary School in Mostar. The theoretical part of the paper discusses learning, learning styles and student self-efficacy. The aim of the work was to examine whether learning styles are a significant predictor for the development of self-efficacy in elementary school-age children, and we also examined gender differences in learning styles and self-efficacy. The results we obtained suggest that learning styles are significant determinants for explaining self-efficacy when it comes to auditory learning style. Thus, the results indicate that auditory style as a dimension of learning style is a significant determinant of self-efficacy (F3/109=3.00 p < 0.05, β =0.247, p< 0.05), while kinesthetic and visual style are not statistically significant predictors. Also, the results indicated that there is a statistically significant difference in self-efficacy with regard to gender. The self-efficacy of male and female students differs statistically significantly, p< 0.05, where girls (M = 26.82) had a statistically significantly higher score than boys (M= 21.06), (t=-2.845, p < 0, 05). The results show us that there are statistically significant differences between male and female students in the perception of the dimension of learning style when it comes to auditory style, where girls had a higher score (M=20.08) compared to boys (M= 18.57). (t=-2, 469, p < 0.05). Kinesthetic and visual style, as dimensions of learning style, did not show statistically significant gender differences.

Uncovering Students' Learning Styles in Biology Lessons Based on Gender in Senior High Schools in Jeneponto District

Abstract. One of the important things that must be considered by the teacher in the learning process is to know in advance the characteristics of students. Learning style modality is one of how students know and recognizes their personality in the learning process. The type of research used in this study was a survey using a qualitative descriptive approach. The population in this study were all high school students in class IX, Jeneponto Regency, for the 2021/2022 academic year. The samples in this study were students from SMA 9, SMA 10, and SMA 12 students in class IX. science specialization with a total of 67 students consisting of 20 male students and 47 female students. The instrument used in this study was the VARK questionnaire (Visual, Aural, Read, and Kinesthetic) developed by Neil D. Fleming. Data were analyzed using descriptive analysis with the acquisition of the percentage of each learning style possessed by students. The results showed that the modality of the learning styles of Jeneponto District Senior High School students was the Aural learning style. There is no difference in learning styles between male and female students. The dominant gender based student learning style is Aural. .Keywords: biology lessons, learning styles, gender.

Perspectives on EMI among English Teachers at a Japanese Science University

Through the design and implementation of a survey, this paper has sought to better understand perceptions among educators in Japan concerning the readiness and necessity of English-taught programs in Japanese higher education institutions. The researchers surveyed both domestic and international teachers at a private science university in Japan and found that educators believe some struggles exist for Japanese students in English-taught classes. These struggles, specifically regarding cultural differences in teaching and learning styles, might hinder Japanese students’ acclimation to English-taught courses. The respondents also felt that English-taught programs were necessary and benefitted both international and domestic students.

An analysis of the learning styles and attitudes of foreign students in a post-baccalaureate medical education program

In a scenario of ongoing changes in the theory and methodology of teaching, student-centered practices are crucial in improving teaching and learning outcomes. This study aimed to evaluate whether the learning styles and attitudes (connected and separate knowing) associated with the curriculum differ among medical students. The research subjects consisted of 43 first- and second-year medical students attending a post-baccalaureate medical education program exclusively for foreign students at a comprehensive university in Kaohsiung City, Taiwan. A self-administered Attitudes Toward Thinking and Learning Survey (ATTLS) was used to assess the differences in learning styles and attitudes among grades, gender, and nationality of these post-baccalaureate medical students. The reliability value of Cronbach Alpha coefficients for all items of ATTLS was 0.93. These medical students reported significantly higher connected knowing styles than separate knowing. The average score of the connected knowing for first-year students taking the "International Health" course is significantly higher than that of second-year students taking the "Population Health and Sustainable Development" course. There is no difference in the separate knowing between these two curricula. The learning styles and attitudes of students participating in the teaching process showed no difference in grade, gender, and nationality. The evidence that there is a significant interaction effect of grade, gender, and nationality examined with the separate knowing, rather than the connected knowing, suggests that this heterogenicity of learning methodology needs to be considered and integrated into future teaching methods.

ANALISIS GAYA BELAJAR DITINJAU DARI HASIL BELAJAR SISWA KELAS V PADA TEMA 8 SUBTEMA 1 PEMBELAJARAN 6

The purpose of this research is to investigate the various learning styles of fifth-grade students at SD N Sawah Besar 01 Semarang, as assessed by their learning outcomes in Theme 8, Subtheme 1, Lesson 6. Learning style refers to the way students absorb, organize, and process information acquired during the learning process. Learning outcomes represent the experiences gained by students, including their cognitive abilities in solving given problems. This study employed a qualitative descriptive method. Data collection techniques included observation, questionnaires, and documentation. The research findings indicate differences in learning styles among fifth-grade students, including visual, auditory, and kinesthetic learning styles.