Learning Style Dimensions Research Articles

The effect of learning styles on the academic achievement of nursing students: a cross-sectional study

BackgroundLearning in the academic setting is influenced by the dynamic interaction between students and teachers. Recognizing and adapting to diverse learning styles is essential for improving instruction, gaining knowledge, and drawing informed conclusions. Therefore, this study investigated learning styles and their effects on students’ academic achievement.MethodsIn a cross-sectional study in Iran’s Mazandaran province, 238 nursing students were surveyed between October and December 2021 using random sampling. The questionnaire included socio-demographic data, Kolb’s Experiential Learning Model, and students’ academic performance (EPT). Statistical analysis with SPSS version 22 involved descriptive statistics, one-way ANOVA, chi-square tests, and linear regression with statistical significance set at p < 0.05.ResultsThe mean age of the nursing students was 20.95 ± 1.71 years. The most common student learning styles were convergent (75.2%) and accommodator (12.2%). According to the results, convergent (148.62 ± 16.28) and accommodator learning styles (147.72 ± 8.79) with the highest average played a role in students’ academic achievement. The mean score of EPT was 147. 13 ± 15.48 (out of 240). A significant difference between the academic performance and different dimensions of learning style was found (p = 0.002).ConclusionFindings indicated that adopting a convergent and accommodator learning style can affect students’ academic achievement. Therefore, learning environments appropriate to this style, such as simulation and laboratory activities, are suggested to emphasize practical work and make students think an scrutinize.

Fuzzy Classification Approach to Select Learning Objects Based on Learning Styles in Intelligent E-Learning Systems

In e-learning systems, even though the automatic detection of learning styles is considered the key element in the adaptation process, it does not represent the main goal of this process at all. Indeed, to accomplish the task of adaptation, it is also necessary to be able to automatically select the learning objects according to the detected styles. The classification techniques are the most used techniques to automatically select the learning objects by processing data derived from learning object metadata. By using these classification techniques, considerable results are obtained via several approaches and consist of mapping the learning objects into different teaching strategies and then mapping these strategies into the identified learning styles. However, these approaches have some limitations related to robustness. Indeed, a common feature of these approaches is that they do not directly map learning object metadata elements to learning style dimensions. Moreover, they do not consider the fuzzy nature of learning objects. Indeed, any learning object can be suitable for different learning styles at varying degrees of suitability. This highlights the need to find a way to remedy this shortcoming. Our work is part of the automatic selection of learning objects. So, we will propose an approach that uses the fuzzy classification technique to select learning objects based on learning styles. In this approach, the metadata of each learning object that complies with the Institute of Electrical and Electronics Engineers (IEEE) standard are stored in a database as an Extensible Markup Language (XML) file. The Fuzzy C Means algorithm is used, on one hand, to assign fuzzy suitability rates to the stored learning objects and, on the other hand, to cluster them into the Felder and Silverman learning styles model categories. The experiment results show the performance of our approach.

Learning Style Inventory (Kolb Models) and the Achievement of Learning Outcomes Geometry

A person will be more effective in learning if he already understands his character in learning. There are various kinds of ways that a person has in learning, namely by hearing, reading, or seeing and learning by finding. The way to process this information is known as learning style. This paper aims to explain the tendency of Kolb’s learning style and the achievement of geometry learning outcomes in junior high school students. This is quantitative research with an ex-post facto design, with 120 subjects and data collection techniques using the Learning Style Inventory (LSI) questionnaire and geometry learning outcomes test. The results showed that students who learn through concrete experience were 17.3%, reflective observation 32.7%, abstract conceptual 22.5%, and active experiment 27.5%. Whereas in the learning style dimension which has a diverger type of 39.3%, assimilator 41.1%, converger 11%, and accommodator 8.6%. So students who have a diverger learning style are more appropriate if their learning uses the lecture and question and answer method, accommodators are more appropriate to use the problem-based method, while students having a converger learning style will have better learning outcomes using investment-based learning strategies. Keywords: geometry, kolb models, learning outcomes, learning style inventory

Learning Styles Impact Students’ Perceptions on Active Learning Methodologies: A Case Study on the Use of Live Coding and Short Programming Exercises

This research paper explores the effectiveness of live coding as an active learning methodology in teaching programming, particularly in the context of diverse learning styles. Live coding, characterized by real-time coding demonstrations by instructors, has been increasingly adopted to enhance the learning experience in programming education. It offers immediate feedback, demonstrates problem-solving in action, and allows instructors to incorporate student suggestions, making it a dynamic and engaging teaching tool. However, its effectiveness varies among students with different learning preferences. This study investigates the impact of various learning style dimensions, as defined by the Felder–Silverman model, on the effectiveness of live coding in an introductory object-oriented programming course. The study was conducted at Aalborg University, Denmark, with students from the BSc Software program. It aims to provide empirical evidence on how different learning style dimensions influence student preferences and the effectiveness of live coding, offering insights to educators for tailoring active learning methodologies in programming courses to diverse learner needs.

Investigating the effect of learning styles on HyFlex learning towards equity of learning in higher education

PurposeThis paper aims to investigate the effect of learning styles on HyFlex learning towards equity of learning in higher education.Design/methodology/approachA quantitative approach was used, with data collection through a structured online questionnaire. The study participants were undergraduate students (n = 451) studying at various public and private universities in Indonesia. Measurement analysis is used to test the validity of the instrument used. Analysis of structural equations is used to test the relationships between the constructs under study.FindingsSurvey instruments have satisfactory internal validity and consistency. The learning style of students in higher education positively influences the use of HyFlex’s three learning modalities. All three modalities of HyFlex learning positively affect learning equity, especially the asynchronous online modality. However, the synchronous online effect is insignificant. Active/reflective learning styles only affect face-to-face mode but do not significantly affect the two online modalities, synchronous and asynchronous. Some of the learning style dimensions have an indirect effect on equity through three HyFlex learning modalities. Face-to-face and online asynchronous mediate well the indirect relationship between learning style and equity. The impact of gender and higher education status was not shown to strengthen the relationship between learning styles, HyFlex learning modalities and equity.Research limitations/implicationsThis study will provide valuable understanding for lecturers, educators and developers to adapt and develop HyFlex learning strategies based on the positive dimensions of the Felder–Silverman learning style that can support equitable and inclusive learning. The study forms a foundation for researchers to investigate more constructs that could improve HyFlex learning in future studies.Originality/valueThis research is a pioneer in using learning styles to investigate trends in using three HyFlex learning modalities, particularly emphasising modalities that can provide equitable learning.

Role of the Students’ Learning Styles on Motivation and Perception towards Gamified Learning Process

The characteristic differences of participants affect their reactions to various gamification elements. Thus, it is critical to reveal the impact different type of students on gamified interventions, and the relation of personality features and gamified learning process. In this study, it is compered the motivation and perception of participants with different learning styles towards gamified learning process, and determined the correlation between motivation and perception. It is also figured out the enabler and barrier factors of students’ motivation and perception by learning styles in the 7-week gamified learning process. Participants consist of 95 prospective teachers with different learning styles. This study is based on the triangulation as a mixed reserch method. As data collection tools, the instructional materials motivation survey, course evaluation questionnaire, learning styles inventory of Felder and Soloman, and interview form are used. It is conducted the non-parametric tests, Mann-Whitney U and Spearman's rank correlation for quantitative data analysis, and the content analysis for in-detail qualitative data analysis. Results point out that there is not any significant differences between categories of each learning style dimension in terms of motivation and perception. Students have the high level motivation and perception by each category of four learning style dimensions. There are positive and medium correlations between motivation and perception of students by learning styles. It is also determined the various enabler and barrier factors of students’ motivation and perception in gamified learning process. Frequencies and percentages of enablers are the higher than barriers considering students’ learning styles. These results prove that the gamified activities-tasks considering the learning styles have a power to motivate students with different characteristics to the learning process and provide the positive perception towards the gamified process. It is also discussed the quantitative and qualitative directions for the further researches.

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 &lt; 0.05, β =0.247, p&lt; 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&lt; 0.05, where girls (M = 26.82) had a statistically significantly higher score than boys (M= 21.06), (t=-2.845, p &lt; 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 &lt; 0.05). Kinesthetic and visual style, as dimensions of learning style, did not show statistically significant gender differences.

Matching learning style to instructional format penalizes learning

Experiments have failed to support the matching hypothesis that students’ learning style preferences should be matched to instructional modality to optimize learning. These studies have generally been restricted to considering sensory modality learning style dimensions. We extend this extant work by examining the matching hypothesis with regard to another learning styles model, one that distinguishes between active/reflective learning preferences (Felder & Silverman, 1988). Participants preferring each learning style were assigned to one of two versions of a digital-based Biology lesson (textbook chapter). The interactive version contained interactive exercises consisting of text and visuals. In the non-interactive version, the interactivity was removed, and participants watched while the identical exercises were completed by the computer. We assumed that an active learning style would align with the interactive lesson, whereas a reflective learning style would better align with the non-interactive lesson. For two learning tests (definition recall and multiple-choice questions) the nature of the lesson (interactive vs. non-interactive) did not interact with participants’ learning style. For a test that targeted the content for which the interactive exercises were designed, learning performance was better when the lesson format mismatched the preferred learning style. The results importantly enrich the experimental evidence countering the matching hypothesis. The current finding is particularly strong because it does not rely on a null effect. Further, the current findings significantly extend the experimental literature from a focus on the modality-specific matching hypothesis to a broader consideration of learning-styles that includes an activity-based (active/reflective) learning style model.

The Learning Styles of Prospective Biology Teachers at Islamic University in Indonesia

The aim of this study was to investigate the learning styles of prospective biology teachers in Islamic universities (PBTs-IU) in Indonesia during the COVID-19 pandemic. 195 PBTs-IU were surveyed by using the Felder-Silverman Learning Style instruments. The results show that in online learning PBTs-IU practice and like dimensions of learning styles, such as in active – social oriented learning, in sensing – existing ways, concrete material, careful with details, in visual – pictures, and in sequential – sequential progress.

Learning styles of medical students and related factors

BackgroundThe concept of learning style is quite important for teachers to teach, organize students’ learning experiences, and accomplish educational goals. Motivation is one of the most important psychological concepts in education. Motivation is multidimensional and ranges from amotivation to extrinsic motivation and intrinsic motivation. When students are motivated extrinsically, they enjoy striving toward rewards and goals which may differ from individual goals. Intrinsically motivated students enjoy exploring, learning, and curiosity-oriented academic efforts. Understanding learning styles can make it easier to create, modify, and develop more efficient curriculum and educational programs. It can also encourage students’ participation in these programs and motivate them to gain professional knowledge This study aims to determine the learning styles of medical school students and to evaluate whether there is a relationship between their learning styles and academic motivation and the sociodemographic variables.MethodsIn this study a questionnaire containing socio-demographic factors, Grasha-Reichmann Learning Styles Scale, Academic Motivation Scale was filled out by 1st, 2nd, 3rd, 4th, and 5th -year medical students of the 2019–2020 academic year. Frequency, percentage, mean, ANOVA, Pearson correlation analysis, and independent group t-test (for analyzing data with normal distribution) were applied. Mann Whitney U test, Kruskal Wallis test, and Spearman correlation analysis were used for analyzing data without normal distribution.ResultsWe found that the mean of independent learning was the highest among the learning style dimensions, and the mean of the intrinsic motivation to know (IMKN) was the highest among the academic motivation dimensions. We found that there were significant relationships between independent learning and intrinsic motivation (IM), between avoidant learning and extrinsic motivation (EM) and between collaborative learning and IMKN, IM to accomplish things (IMAT) and IM to experience stimulation (IMES).ConclusionWe think that different teaching methods can be applied to strengthen collaborative learning, participant learning, and intrinsic motivation. We hope that this research will contribute to medical education on the subject of establishing appropriate teaching methods. Teachers have to plan and implement activities based on students’ learning styles and academic motivation to encourage students to effectively participate in the classroom.

The Design and Validation of a Self-Assessment Questionnaire of Critical Appraisal of Medical Literature Skills in Medical Students.

Critical appraisal of medical literature is a challenging step of the evidence-based medicine practice. Many assessment questionnaires have been published in the literature, but they have mainly focused on all the evidence-based medicine practice process. The authors aimed to develop and validate a questionnaire assessing the critical appraisal skills of medical students from the same Faculty. The questionnaire was developed by item generation through a review of the literature and an expert committee. The questionnaire was validated in terms of content validity and construct validity. Fitness of data for analysis was checked through Kaiser-Meyer-Olkin (KMO) and Bartlett's sphericity. Construct validity was carried out using a principal axis exploratory factor analysis (EFA) with 'varimax' rotation to study the internal structure of the questionnaire and to extract the test major factors. The questionnaire was administrated to a cohort of under and postgraduate medical students (n=84) to evaluate the test reliability and select the best items. The reliability of the questionnaire was assessed by Cronbach's alpha coefficient to evaluate the internal consistency. The correlations between the self-confidence and satisfaction dimension score, the critical thinking dimension score, the learning style dimension score, the Fresno-adapted test scores and the total score were assessed using the Spearman's correlation test. The questionnaire consisted of 31 items. A factorial analysis grouped the items into 3 dimensions that consisted of the self-confidence and satisfaction dimension, the critical thinking dimension and the learning style dimension. Cronbach's alpha accounted for 0.95, CI95% [0.9-1] for the entire questionnaire. The factor analysis explained 79.51% of the variance. The external validity assessment based on a Spearman's correlation study highlighted a weak correlation between the total scores and the critical thinking dimension and the self-perception and satisfaction dimension. In spite of the limitations of this study, mainly the small number of the students recruited, the questionnaire seems to measure with adequate reliability the competences of under and postgraduate medical students.

NEW LEARNERS’ SATISFACTION WITH ONLINE EDUCATION: A LONGITUDINAL STUDY

With recent advancements in IT, internet systems and and the need for IT-driven society, particularly during Covid-19, online education (online learning, or e-leaming) has become inevitable to achieve the multiple objectives (such as cost-effective, time- efficient, quality enhancement, etc.) both for educator and learner. Keeping in view the importance of online education, the current study focuses on pedagogy of how to increase the efficiency of a learner. Therefore, this study is aiming to explore how these two dimensions of online learning style are used to measure new learners’ satisfaction with online education, for which this study focuses on identifying the role of a student-teacher-contact (STC) in exploring the degree of learners’ satisfaction with online education, and also applying the moderating effect of student-student contact (SSC). A total of 340 target respondents were surveyed in three phases. The results showed that STC interaction was insignificant during phase – I, whereas both interactions were found significant during phase – II &amp;amp; III. The research emphasizes that SSC in the presence of moderators has a significant determinant of the degree of new learners’ satisfaction with online education. In addition, the management of online learning institutions will realize that SSC is essential for achieving new learners’ satisfaction with online education. Since there is no sufficient literature on the moderating role of STC, this study is a valuable contribution to the existing body of knowledge.

An Online Education Course Recommendation Method Based on Knowledge Graphs and Reinforcement Learning

This paper presents an in-depth study and analysis of online education course recommendations through a knowledge graph combined with reinforcement learning, and proposes a deep learning-based joint extraction method of course knowledge entities and relations in the education domain. This joint extraction method can extract both course knowledge entities and their relationships from the unstructured text of online courses, thus alleviating the problem of error propagation. On the other hand, since some parameters in the joint model can be shared by the entity identification task and the relationship classification task, this helps the model to capture the interaction between the two subtasks. Similar courses are judged based on the extracted course knowledge points, while course knowledge chains are generated based on the relationships between course knowledge points. In terms of user learning behavior, by analyzing user online learning behavior data, this paper uses five variables, namely the number of learning hours, the number of discussions, the number of visits, the number of task points completed, and the number of learning courses, to judge and cluster user similarity using an information entropy-based learner behavior weight assignment method. Based on the course knowledge map, this paper firstly constructs a learner model with four dimensions of basic learner profile, cognitive level, learning style, and historical learning records. Secondly, it predicts the target knowledge points of learners based on their learning data using the Armorial algorithm and maps them in the knowledge map, then uses natural language processing related techniques to find the conceptual similarity between knowledge points and proposes a deep recommendation strategy based on the knowledge graph correlations. At the same time, the recommended courses based on learners’ behavioral data are more relevant and accurate, which greatly improves learners’ efficiency and satisfaction in the learning process.

The Relationship between Social Sciences High School and Science High School Students' Multiple Intelligence Levels and Learning Styles

This study which used survey model aims to examine the relationship between the multiple intelligence and learning styles of the Social Sciences High School and Science High School students. Multiple Intelligence Inventory and Learning Styles Inventory were used as data collection tools, which was conducted on 761 students from Social Sciences High School and Science High School. Mann Whitney–U test and point-biserial correlation analysis were used for data analysis. According to the findings, in the comparison of Social Sciences and Science High School types, it was found that mathematical and naturalist intelligence scores were more dominant in Science High School students. It was found that there is a statistically significant difference between the types of schools in which students attended the study in sensing/intuitive learning style. When the relationship between students' learning styles and their scores on multiple intelligence was examined, there were positive relationships, albeit low, in all four learning style dimensions. In line with these data, it is thought that the dimensions of learning style and multiple intelligence, in which individual differences manifest the most, will be considered, and it is thought that students will bring awareness of their own individual differences and individual success.

Analytical-assertive learning styles in university students

The objective of this article was to identify the variables that make up the Learning Styles of Higher Education students from different States of Mexico. The methodology used was quantitative, synchronous, and cross-sectional exploratory and descriptive. The collection of information was carried out by means of a standardized instrument from Spain, it was applied to 1412 people. The instrument consists of two sections, in the first are the general data, the second section mentions the technique of natural semantic networks and the third section corresponds to the dimensions of Learning Styles. The importance of the present project lies in the need to know the way in which students acquire and process the acquired learning, in order to provide them with the appropriate tools for a greater understanding and construction of their own knowledge. In the students aspects of deep processing are observed, which make this one an analytical and assertive thinker in the methods of study that he carries out to obtain knowledge and give rise to self-affirmation. Students through the implementation of strategies must develop their skills, abilities and competencies.

Learning Styles and Motivations in Learning English amongst English as Second Language Foundation Students at a Public University in Selangor, Malaysia

: The reformation of education is a dynamic process that requires a constant investigation and research particularly in the 21st century. In view of performance in the second language (L2), various variables were measured consistently by many scholars globally and among them, are learning styles, self-efficacy, and motivations. However, these variables are normally measured individually in past studies. Also, due to the pandemic of COVID-19 worldwide, the study of motivations amongst ESL learners is paramount in facing the challenges of online learning. Drawing from an in-depth study investigating the relationship of learning styles and self-efficacy toward motivations amongst the ESL Foundation students in public universities in Malaysia, this paper focuses only on measuring the statistical relationship between learning styles and motivations in learning English amongst the ESL foundation students at one of the public universities in Malaysia. A mixed-methods research design was employed in the current study. Guided by four research questions using a descriptive-correlational research design, mainly the study explored the relationship amongst 117 ESL respondents. Reid’s PLSPQ and Gardner and Lambert’s AMTB instruments were used to collect the quantitative data. Findings indicated that most of the students rated themselves as having flexible learning styles and high level of motivations. Also, there was a significant and positive relationships between learning styles and motivations (R=.464) and the simple regression test showed that 21.5% (R2=.215) of the variance in Motivations score was predicted from learning styles dimensions. Lastly, qualitative findings tend to corroborate the quantitative findings. Thus, all these findings lead to some various important implications to stakeholders.

Student Perceptions On Online Learning During The Covid-19 Pandemic For Social Science Subjects At SMP Negeri 6 Samarinda

This research is motivated by the learning process that has changed from face-to-face learning in class to online learning during the COVID-19 pandemic. The purpose of this study was to explore student attitudes that were adjusted from several dimensions, namely online learning conditions, teaching materials, student interaction, learning styles and environment/accessibility as well as to determine student perceptions of online learning during the covid-19 pandemic, especially social studies subjects at SMP Negeri 6 Samarinda. The type of research used in this thesis is a case study with a qualitative approach. The data sources in this study were 5 students of class IX and 2 teachers of social studies subjects, with the sampling technique used was purposive sampling technique, while the data collection techniques in this thesis research used interview techniques, questionnaires and documentation.&#x0D; The results of this study indicate that the dimensions of online learning conditions consist of learning tools, namely mobile phones (96.5%), learning applications namely Google Classroom (85.1%) and online learning constraints, namely difficult internet networks (57%). Judging from the dimensions of the environment/accessibility, the environment is very supportive (72.8%) and from the learning atmosphere, students prefer to return to school face-to-face (71.1%). In addition, it can also be seen from the dimensions of student interaction in the form of semi-two-way interactions (78.1%), the dimensions of learning styles in the form of visual styles (89.5%), and the dimensions of teaching materials carried out during the online learning process are more assignments individual (86.8%). The conclusion of this study shows that there are still many obstacles in the implementation of online learning, and in terms of student attitudes there are still students who are not disciplined when carrying out online learning.

The Influence of Learning Styles on Perception and Preference of Learning Spaces in the University Campus

Good academic performance will occur when learning spaces match or support individual preference and needs. This effect depends on environmental characteristics and individual attributes. Learning styles (LSs) have been used as a tool to capture the behavioral and psychological characteristics of learners in the process of learning activities, which provide instructions to address their learning needs. However, few have focused on the perceptual characteristics of learning space from the view of distinct learning styles. The research aims to identify which kinds of learning spaces in university campus have been preferred by students with different learning styles respectively and the spatial characteristics which have significant influence on the distinct evaluation results; the research consists of 178 college students’ LSs measurement conducted by the Index of Learning Styles questionnaire and their subjective assessment to five typical learning spaces obtained by 5-point Likert-type scale. Then, the key spatial influencing factors were identified by the focus group interviews; the results firstly ranked the learning spaces according to their satisfaction evaluation and restorative potential. The self-study rooms are rated highest, followed by professional classroom, traditional classroom, and multimedia classroom. Then, two dimensions of learning styles were proved as having considerable effects on perception. Specifically, there are significant differences between visual and verbal learners’ evaluations of multimedia classrooms and traditional classrooms, and between global and sequential learners’ evaluations of multimedia classrooms, informal learning spaces, and learning buildings. The other two dimensions including perceiving and remembering have no obvious impacts on learners’ perception of any learning spaces. At last, the important influence factors of perceptions of five typical learning spaces were identified, respectively, and their different effects on various groups were discussed. For example, the serious atmosphere in traditional classrooms was regarded as a motivation for sensing learners but a stress for intuitive learners. The studies emphasize the perceptual difference on learning space in terms of students’ unique learning styles and key points for each kind of learning space with regard to satisfaction of personalized needs. However, before it can be used by designers as tools, more research is needed.

An Artificial Neural Network (ANN)-Based Learning Agent for Classifying Learning Styles in Self-Regulated Smart Learning Environment

The increasing development in smart and mobile technologies are transforming learning environments into a smart learning environment. Students process information and learn in different ways, and this can affect the teaching and learning process. To provide a system capable of adapting learning contents based on student's learning behavior in a learning environment, the automated classification of the learners' learning patterns offers a concrete means for teachers to personalize students' learning. Previously, this research proposed a model of a self-regulated smart learning environment called the metacognitive smart learning environment model (MSLEM). The model identified five metacognitive skills-goal settings (GS), help-seeking (HS), task strategies (TS), time-management (TM), and self-evaluation (SE) that are critical for online learning success. Based on these skills, this paper develops a learning agent to classify students' learning styles using artificial neural networks (ANN), which mapped to Felder-Silverman Learning Style Model (FSLSM) as the expected outputs. The receiver operating characteristic (ROC) curve was used to determine the consistency of classification data, and positive results were obtained with an average accuracy of 93%. The data from the students were grouped into six training and testing, each with a different splitting ratio and different training accuracy values for the various percentages of Felder-Silverman Learning Style dimensions.

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.