Diverging Learning Style Research Articles

Learning styles and test anxiety in nursing students.

Test anxiety has always been a common problem among students, which may be influenced by various factors such as learning styles. Considering the high prevalence of test anxiety in nursing students, the present study investigated the relationship between their learning styles and test anxiety. The present research was a correlational descriptive study conducted in January of 2023, in which 235 students from the first to sixth semesters in two nursing schools affiliated with Zanjan University of Medical Sciences were selected by stratified random method. The data collection tools included demographic questionnaires, Kolb's learning styles, and Sarason's test anxiety, completed by the self-report method. The data were analyzed using descriptive and inferential statistics by SPSS (v. 26). The mean test anxiety score in students was 28.30 ± 3.56, which showed a high level of test anxiety, and most of them had a divergent learning style (32.2%). The highest mean of test anxiety was among students with divergent learning styles. Also, the relationship between learning styles and test anxiety is statistically significant. The LSD test for more detailed information showed that the level of test anxiety with divergent learning styles is significantly higher than those with convergent learning styles (P < 0.05). The findings showed that students with divergent learning styles suffer the highest test anxiety level. Considering that most nursing students participating in this research had divergent learning styles, it can be one reason for their high test anxiety. Because students with divergent learning styles mainly learn through seeing and experiencing, one of the solutions to reduce test anxiety in these students is to use observational learning methods as much as possible during teaching. Holding anxiety control and management workshops before the exam by psychological experts can be considered by educational managers.

Effect of Brain-Based Instructional Strategies on Achievement in Science of Elementary School Students with different Learning Styles.

No two individuals are alike and so are their learning styles. Brain-based learning strategies that are based on the core principles of human brain development can be promising in improving the achievement of students catering to the need of diverse learners with varying learning styles. These strategies are having a sound basis in Neurosciences and these strategies can be instrumental towards students’ performance as well as retention. The current research attempts to examine the effect of these strategies on achievement in science of elementary students with different learning styles. The sample of 100 students was taken which was randomly divided into two groups namely Experimental and Control Group. The students in the experimental group who received teaching using brain-based instructional methodologies outperformed than students in the control group on achievement test. In addition, students in the experimental groups with accommodation and divergent learning styles had considerably higher mean scores on achievement in science as compared to convergent and assimilation learning styles. Hence, the students' achievement in science improved significantly when they were taught using brain-based teaching methodologies.

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.

Analysis of Mathematical Literacy Ability Based on Learning Style of Middle School Students

This research was conducted at SMP Negeri 204 Jakarta with research subjects, namely class VIII-B students. This study aimed to determine students' mathematical literacy skills based on Kolb's learning style. The method used in this study is descriptive qualitative, using instruments like questionnaires, test questions, and interview guides. Questionnaires are used to categorize Kolb's learning styles. At the same time, the mathematical literacy test was given as many as four description questions with Circle material and interview guidelines to find more in-depth information related to the mathematical literacy abilities possessed by the subjects in this study. Based on the research that has been done, students with diverging learning styles tend to use concrete experiences they have learned and are not afraid to try. Subjects with an assimilation learning style tend to emphasize theory, subjects with a convergent learning style look more active and have high self-confidence, and accommodation subjects tend to have concrete problem-solving experiences. Subjects with the Kolb learning style can show the process of mathematical literacy, which is suitable for the context of still common questions.

The relationship between digital competency, learning styles and learners’ perception of traditional versus technology-assisted language learning

The face of education is bound to be reshaped due to the changing needs of students, imposed by new and emerging technologies. The educational system has been stuck in time for generations, and while some improvements have been made, there is still a long way to go before the means of teaching and learning entailed by educational programs and institutions is fully adapted to the new digital age and learner profiles. There are numerous benefits of incorporating computer and mobile tools in the teaching and learning methods and its effectiveness has been demonstrated through numerous studies, some of which are referred to in this research paper. Technology allows students and teachers to interact and engage in creative ways through a digital environment that enables students of divergent learning styles to simultaneously learn lessons in a personalized manner that will ensure successful learning and performance. This research presents the results of a survey conducted with 50 learners in Bosnia and Herzegovina, between ages 18 and 47, which was conducted for the purpose of exploring relationships between digital competency, learning styles, and learners’ attitudes towards traditional versus digital means of education. The research found that there is a strong preference for technology-assisted learning where participants primarily chose video as a learning medium, followed by voice recordings, music, podcasts, and practical use of the language with native or highly proficient speakers of the language learned. The study results, therefore, suggest a necessity for the application of an eclectic approach in education.

Learning style preferences among clinical year physiotherapy students in Ghana

&#x0D; &#x0D; &#x0D; &#x0D; 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.&#x0D; 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).&#x0D; 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.&#x0D; &#x0D; &#x0D; &#x0D;

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.

The influence of david kolb’s learning style on students’ biology learning achievement

This study aims to know the effect of learning style on the biology learning achievement of class XI students of SMA Negeri 1 Sampolawa. This type of research is ex post facto through a quantitative descriptive approach. The sampling technique is saturated sampling. The sample in the study amounted to 80 students. Research data were obtained through questionnaires and documentation. The data analysis technique is descriptive statistical analysis and inferential statistics through a simple linear regression test. The results showed that descriptively the learning style tendencies owned by class XI students of SMA Negeri 1 Sampolawa were 23 students with Diverging learning styles with a percentage of 28.8%, Assimilating as many as 20 students with a percentage of 25.0%, Converging as many as 19 students with the percentage are 23.8%. The Accommodating is 18 students with a percentage of 22.5%. Based on the results of the inferential analysis, a significance value of 0.003 was obtained, which was smaller than the value of equal to 0.05, meaning that David Kolb’s learning style had a positive and significant effect on students' learning achievement in biology.

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.

Predicting Academic Achievement of the Students of Khuzestan Province Farhangian University Based on Kolb’s Learning Styles

Considering that the courses of study are different in universities, students' academic achievement, which is often measured in terms of their academic grade point average, has close relationship with the students' various learning styles. In this research, the relationship between learning styles of the students of Farhangian University of Khuzestan Province and Kolb’s learning styles was investigated and their future successes were predicted. The sample related to this research consisted of 234 people who participated in the study randomly. The measurement tool was the standard questionnaire of Kolb’s learning styles with 12 questions in the form of 4 components and with appropriate reliability (0.88) by Cronbach's alpha coefficient method. Data analysis with Pearson correlation coefficient showed that there was a direct and significant relationship between students' learning style and students' academic achievement with grade point average criterion. On the other hand, using concurrent regression test, it was specified that both absorbing and divergent learning styles had the prediction capability of the academic achievement of the students of this university with the grade point average criterion.

Analysis of Students' Mathematical Problem Solving Ability in Lesson Study-Based Learning for Learning Community Based on Student Learning Style

Data analysis techniques include data reduction, data presentation, and drawing conclusions. The results of this study indicate that students who are classified into the Accommodator learning style are 7 students (19.4%). Students classified in the Divergent learning style amounted to 14 people (38.8%). There are 10 students classified into Assimilation learning style (27.7%). There are 5 students who are classified into Convergent learning styles (13.8%). From the results of the classification of learning styles, learning styles diverge more than other learning styles. However, the divergent learning style is not the learning style that gets the highest score in the problem-solving ability test, but the convergent learning style that gets the highest score in the mathematical problem-solving ability test. and drawing conclusions. However, the divergent learning style is not the learning style that gets the highest score in the problem-solving ability test, but the convergent learning style that gets the highest score in the mathematical problem-solving ability test. From the results of the classification of learning styles, learning styles diverge more than other learning styles. Keywords: Problem Solving Ability; Learning Style; Lesson Study for Learning Community. DOI: 10.7176/JEP/12-35-03 Publication date: December 31 st 2021

Analysis of David Kolb's Learning Style According to Mathematical Representation Ability

The purpose of this study was to describe David Kolb's learning style according to the mathematical representation of students. This research is qualitative. The subjects of this study were students of class VIII SMP Agus Salim Semarang. The data were obtained by using the test method of the mathematical representation ability instrument, questionnaire of KLSI (Kolb Learning Style Inventory), interviews, and documentation. The results of this study are: (1). Students with High Mathematical Representation Ability tend to have an assimilator type of learning style, (2). Students with Medium Mathematical Representation Ability tend to have a converger learning style type, and (3). Students with Low Mathematical Representation Ability tend to have a divergent learning style. Teachers are suggested to identify students’ learning styles to be the best teachers for students. It is also recommended to collect mathematical representation-based problems to improve students' mathematical representation skills.&#x0D; Keywords: David Kolb, Mathematics Representation, Assimilator, Converger, Diverger

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.

Learning Style Preferences and Students’ Abilityn Mathematical Investigation on Display Data

A mathematical investigation is an inquiry activity to solve a mathematical problem. Good investigative skills will support mathematical problem-solving and mathematical literacy. The purpose of this study is to explore students’ mathematical investigation based on Kolb’s learning styles: diverging, assimilating, converging, and accommodating. Mathematical investigation is measured by four indicators, i.e Specialization, Conjecturing, Justification, and Generalization. This is a qualitative study and the subjects were 7th-grade students of Islamic Secondary School Manahijul Huda Ngagel, Pati, Central Java. The results showed that there are differences students’ ability of mathematical investigastion for accomodator and divergent, also for accomodator and convergent. Students with accommodating learning styles have better investigative abilities, demonstrated on indicators specialization, conjecturing, justification and generalization. Students with assimilation learning styles have a good specialization and generalization but are less successful in the process of conjecture and justification. Conversely, students with convergent learning styles are only good at specialization, but not for conjecturing, justification, and generalization. Students with divergent learning styles have the most difficulty when doing divergent less able to do specialization, conjecture, and generalization.

Learning Styles and School Adjustments among Secondary School Students

Learning style is individual's preferred way of processing new information for efficient learning. Students whose learning styles are compatible with the teaching style of a course instructor tend to retain information longer, apply it more effectively, and have more positive post-course attitudes toward the subject than do their counterparts who experience learning/teaching style mismatches. The purpose of this study was to study the relationship of gender and school type in school adjustment as well as learning styles and to explore the effect of learning style in school adjustment. The study was carried out among 200 students selected from government (n=100) school and private school (n=100). The Learning Style Inventory (LSI) and Adjustment Inventory for School Students (AISS) were used to collect the data. The data obtained from survey was analyzed by using group statistics, independent sample test, chi square test and ANOVA. The study found that most of the students both boys and girls had divergent learning styles. The independent t test showed that students from private schools were significantly poor in emotional and educational adjustment than students from government schools. The ANOVA test revealed that effects of learning styles were significant in emotional, social and overall school adjustment but not significant on educational adjustment.

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.

Method of discussion and learning styles towards student’s critical thinking ability

Active learning with student centering can improve critical thinking skills. Debates and discussions encourage active learning. Both are oriented toward critical thinking ability, in addition to the learning styles also make an impact on critical thinking ability. This paper aims to answer whether there are (1) differences in students critical thinking ability in the debate class and discussion class, (2) differences in critical thinking ability of students who have divergent learning styles and convergent learning style, and (3) interaction between learning method and learning style to critical thinking ability? This study uses a pseudo experimental design. Subjects in this study are students semester II. Analytical technique using Anova. The results of this study conclude: (1) there is no difference in critical thinking ability between debating class and discussion class, (2) there is difference of critical thinking ability between convergent learning style and divergent learning style, convergent learning style is better than divergent learning style, and (3) there is interaction between learning method and learning style to critical thinking ability which means that the influence of learning method on critical thinking ability is influenced by learning style.

Relationship among Personality Traits, Extraversion &amp; Agreeableness with Students Preferred Learning Styles at Higher Education

This correlational study has been conducted to establish association among students’ personality traits; extraversion, agreeableness and their preferred learning styles at Higher Education. From province Punjab, all public university students were the population of the study. Total one thousand participants were engaged randomly for administering ‘NEO-BFI’ developed by Costa and McCrae (2010) and LSI inventory by Kolb and Kolb, (2005) simultaneously. Both instruments are standardized having 44-items, for measuring personality traits and the other having 10 factors, for measuring learning styles respectively. Pearson correlation coefficient was applied to analyze data for finding out the relationship between traits of personality and styles of learning. The results brought to light the fact that assimilating is the most preferred learning style of extraverts. Whereas assimilating, accommodating and diverging learning styles are preferred by students having agreeableness personality trait. The study has implications for designing instructional strategies satiating the most preferred styles of students having different personality traits.

Learning Styles of Internal Medicine Residents and Association With the In-Training Examination Performance

IntroductionAssessment of how medical residents learn and the impact on standardized test performance is important for effective training. Kolb's learning study inventory categorizes learning into accommodating, assimilating, converging and diverging based on the four stages of learning: active experimentation, abstract conceptualization, concrete experience and reflective observation. The American College of Physicians (ACP) Internal Medicine In-Training Examination (IM-ITE) has been shown to positively correlate with successful performance on clinical assessments and board certification. We sought to evaluate the association between the individual learning styles of IM residents and performance on the ACP IM-ITE. MethodsThe Kolb LSI questionnaire was administered to IM residents during the 2016/2017 academic year. Logistic regression was used to analyze the association between residents preferred learning styles and performance on the ACP IM – ITE. Results53 residents in the IM Residency Program of Morehouse School of Medicine completed the questionnaire. The predominant learning style was assimilating (49%), followed by converging (26%). There was no significant difference between the learning styles of residents when compared across gender, age, race, and PGY levels. Residents with a diverging learning style had the highest mean IM-ITE percentage score followed by assimilating and converging respectively (P = 0.14) ConclusionsThe predominant learning styles among our IM residents are assimilating and converging, which is consistent with previous studies. Residents with a diverging style of learning appeared to perform better on the IM-ITE. We suggest that future studies should evaluate the feasibility of integrating brainstorming and group work sessions into the IM residency teaching curriculum and the impact on academic performance.