Diverging Learning Style Research Articles

Estilo de aprendizagem de Kolb: reflexões acerca do diagnóstico de um curso de licenciatura em química

A aprendizagem dos sujeitos se dá por diversos meios e todos eles dependem de como as pessoas processam as informações que lhe são disponibilizadas. Assim, a construção do conhecimento ocorre de acordo com o estilo de aprendizagem de cada indivíduo. Objetivou-se nesta pesquisa diagnosticar os estilos de aprendizagem de licenciandos em Química, de acordo com a proposta de Kolb e refletir acerca das possíveis metodologias e instrumentos de avaliação que corroboram com a construção de conhecimento desses sujeitos. Trata-se de um estudo de caso com abordagem quali-quantitativa, sendo os dados coletados por análise de documentos e aplicação de questionários. O estilo de aprendizagem divergente foi predominante entre os estudantes do 1º e 7º períodos; no 3º período o acomodador e no 5º período, os estilos assimilador e divergente. Percebemos que o instrumento proposto por Kolb é um excelente método para nortear os docentes no processo de ensino e de aprendizagem.

Differences in the Ability to Understand Mathematical Concepts of Students Taught by Using Guided Discovery Learning and Contextual Teaching and Learning Models Assisted by Autograph Software Viewed from Student Learning Styles

This study aims to determine (1) whether the ability to understand mathematical concepts of students taught by Guided Discovery Learning (GDL) assisted by Autograph Software is higher than students taught by Contextual Teaching and Learning (CTL) assisted by Autograph Software, (2) whether the ability students' understanding of mathematical concepts in the convergent learning style group is higher than that of the divergent learning style group. This type of research is a quasi-experimental study with a research population of all grade X students of Parulian 1 Medan Private High School. This study uses 2x2 two-way ANAVA. Then proceed with the t test to see whether the two groups differ significantly. Based on the t test statistical calculations and confirmed with spss, it can be concluded that (1) The ability to understand mathematical concepts of students taught by Guided Discovery Learning (GDL) assisted by Autograph Software is higher than students taught by Contextual Teaching and Learning (CTL) with Software Autograph, (2) The ability to understand students' mathematical concepts in the convergent learning style group is higher than that of the divergent learning style group.

Kemampuan Komunikasi Matematika Siswa Ditinjau dari Perbedaan Gaya Belajar Menurut David Kolb

The purpose of this study was to determine the distribution of student learning styles according to David Kolb's classification, to learn the average mathematical communication skills that have diverger learning styles, assimilators, convergers and accommodators, and to know whether or not there are significant differences in mathematical communication skills between students has a learning style diverger, assimilator, converger and accommodator. This research was conducted in MAN 2 Cirebon. The instruments used were the Learning style inventory (LSI) and mathematical communication skills tests. This type of research is a comparative study with a quantitative approach. Based on the results of data processing, the distribution of student learning styles included in diverger learning styles was 17% of students, assimilators were 27% of students, converger was 20% of students, and accommodators were 36% students. Using a scale of 0-50, the average mathematical communication ability of students is 28.63. Whereas when viewed from each distribution of learning styles, the ordinary mathematical communication skills of students diverger 12.80, students assimilator 32.88, student converger 44.17, and accommodator students 24.27. Based on the results of the analysis with the ANOVA test that there is a significant difference in students' mathematical communication skills between the learning style diverger, assimilator, converger and accommodator with a significant level of α = 5%.

PEMILIHAN KARIER BERDASARKAN GAYA BELAJAR MODEL “KOLB” PADA SISWA CERDAS ISTIMEWA KELAS 12 CERDAS ISTIMEWA BAKAT ISTIMEWA SMAN 1 WONOSARI

The aim of this study was to describe of gifted student’s learning style based on the Kolb model learning style in the form of divergers, assimilators, convergers and accommodators and career choice among gifted students. The aspects examined in this study was career choice based on the learning style of the "KOLB" model. The subjects of the study were gifted students in3rdgrade class of senior high school. The data collection of the study used a non-test technique in the form of a questionnaire. The method of data analysis uses descriptive statistical analysis. The results showed that 10 students had an assimilation learning style, 7 students had diverger learning styles, 6 students had learning styles and no students had an accommodating learning style. The results of the study show that the majority of sgifted students are able to make career selection decisions that are congruent with the learning style even though the interests of the career fields of gifted students are still very diverse.

Examining the Problem Solving Skills of Primary Education Mathematics Teacher Candidates according to Their Learning Styles

In this study, it is aimed to investigate the problem solving skills of primary education mathematics teacher candidates according to their learning styles. The students of Primary Education Mathematics Department students of the universities in TRNC constitute the general universe of the research and the students who study in Primary Education Mathematics Department of a private university in TRNC constitute the universe of the study. Sampling of the research consists of a total 26 students studying in Primary Education Mathematics Department in 2017-2018 academic year, determined by using the appropriate sampling method.
 In order to determine the learning styles of primary education mathematics teacher candidates, 12-item Kolb Learning Inventory, developed (1976) and rearranged (1985) by Kolb and the applicability of which was proven by Aşkar and Akkoyunlu (1993) in Turkey was used in this research. Problem solving inventory used to determine teacher candidates’ problem solving skills was developed in 1982 by Heppner and Petersen and adapted to Turkish by Şahin, Şahin and Heppner. 
 As a result of the study, when students’ learning styles are examined it was observed that the students with converging learning style are 42.3%, students with assimilating learning style are 38.5%, students with diverging learning style are 11.5% and students with an accommodating learning style are 7.7%. It was observed that the students who participated in the study showed a tendency towards problem solving confidence. It has been suggested that taking learning styles and problem solving skills in organizing educational environments into account can help in increasing success.

Kolb’s learning styles of optometry students at the University of the Free State, South Africa

Background: The use of learning styles to guide an educational method is becoming increasingly important, with it contributing to the effectiveness of a learning environment. This study addresses the concept of learning styles with reference to students of the Department of Optometry at the University of the Free State, South Africa – a topic that previously has not received much attention. Aim: The aim of this study was to identify the learning styles of optometry students as described by Kolb. Kolb’s Learning Style Inventory (LSI) was completed by the undergraduate students of the Optometry Department, in order to create a better understanding of how students perceive and process learning and to enhance the learning environment accordingly. Setting: This study was conducted in the Optometry Department at the University of the Free State. Methods: Undergraduate optometry students ( N = 106) who were registered for the 2014 academic year and agreed to participate in the study completed Kolb’s LSI to determine their learning styles. Descriptive statistics for categorical data and medians and percentiles for numerical data were calculated. Results: A response rate of 94.6% was achieved, with female students representing the majority (72.6%). The converger learning style was identified as the most preferred learning style among most students, followed by the assimilator, accommodator and diverger learning styles. Conclusion: Knowledge of Kolb’s learning styles created a better understanding of how students learn, which will benefit the facilitator as well as the students. It is recommended that to enhance the learning environment, curriculum delivery and education methods, the learning styles of students should be kept in mind.

Learning Styles in the Context of Reasoning and Problem Solving Ability: An Approach based on Multivariate Analysis of Variance

Reasoning and problem solving skills are not just for researchers; they are also progressively significant for making knowledgeable decisions in our everyday lives. Showing variations in learning styles have any influence on these skills? The current state of research address the learning styles in context of reasoning and problem solving ability. High school students (598) completed the reasoning ability test, problem solving ability test and learning style inventory. SPSS software was used for evaluating data obtained from three measurement tools. The entire three tools were validated through different techniques and found significant and acceptable. The data was analysed by using MANOVA and Scheffe’s post hoc test. The results indicated that participants showed variations in reasoning and problem solving ability while using learning styles. Moreover, students having assimilating and diverging learning styles possess better reasoning and problem solving ability skills. The results of this research will contribute to the literature of learning styles and cognitive abilities, as well as provide a wide range of implications for class room teachers, curriculum developers, researchers and educational planners.

Differences In The Ability To Understand Mathematical Concepts Of Students Taught By Using Guided Discovery Learning Andcontextual Teaching And Learning Models Assisted By Autograph Software Viewed From Student Learning Styles

This study aims to determine (1) whether the ability to understand mathematical concepts of students taught by Guided Discovery Learning (GDL) assisted by Autograph Software is higher than students taught by Contextual Teaching and Learning (CTL) assisted by Autograph Software, (2) whether the ability students' understanding of mathematical concepts in the convergent learning style group is higher than that of the divergent learning style group. This type of research is a quasi-experimental study with a research population of all grade X students of Parulian 1 Medan Private High School. This study uses 2x2 two-way ANAVA. Then proceed with the t test to see whether the two groups differ significantly. Based on the t test statistical calculations and confirmed with spss, it can be concluded that (1) The ability to understand mathematical concepts of students taught by Guided Discovery Learning (GDL) assisted by Autograph Software is higher than students taught by Contextual Teaching and Learning (CTL) with Software Autograph, (2) The ability to understand students' mathematical concepts in the convergent learning style group is higher than that of the divergent learning style group. Keywords: Contextual Teaching and Learning, Guided Discovery Learning, Concept Understanding Ability, Autograph Software

Exploring relationships between Kolb’s learning styles and mobile learning readiness of pre-service teachers: A mixed study

The aim of this research is to reveal relations between Kolb’s learning styles and mobile learning readiness of pre-service teachers in depth in regard to different variables and identify their mobile learning perspectives. The study group consisted of 352 students enrolled in undergraduate programs in education faculties of different universities in Turkey. The convergent parallel design was used as a mixed method strategy. The survey model, as a quantitative component, was used to describe the present situation and embedded interviews, as a qualitative component, were carried out to deeply reveal pre-service teachers’ perspectives on mobile learning depending on their learning styles. The “Learning Styles Inventory - Version III” as well as the “Mobile Learning Readiness Scale” were administered to participants. ANOVA, Tukey-HSD test and Structural Equation Modelling were used to analyze the quantitative data. The qualitative data were analyzed by the content analysis method. Results suggest that 126 (36%) of the pre-service participating in the study were with the assimilating learning style, 92 (26.29%) participants were with the diverging learning style, 73 (20.85%) were with the converging learning style and 59 (16.85%) were with the accommodating learning style. Furthermore, it was observed that there is a statistically significant relationship between the learning styles of the pre-service teachers and their m-learning readiness. In addition, it was observed that while optimism, self-directed learning and self-efficacy have a strong effect on m-learning; mother education, monthly income, gender, internet use frequency have a moderate effect on m-learning within different learning styles. Qualitative data were also in line with the results of quantitative data. Findings were discussed in light of relevant literature.

Investigation of High School Students’ Geometry Course Achievement According to Their Learning Styles

The aim of this study is to investigate high school students’ geometry course achievement according to their learning styles. 11th grade students in İzmir constitute the general universe of the research and the sampling of the research comprises of 11th grade students in Karabağlar district. Sampling of the research consists of total 50 high school students, determined by using appropriate sampling method. 60% (n=30) of these students are female and 40% (n=20) of them are males.
 
 Both quantitative and qualitative research methods were used depending on the main and sub-questions of the research. Kolb’s Learning Style Inventory was used in order to determine the learning styles of the students. 
 
 As a result of the research, it was found out that most of the students who have diverging learning style were female students (77.8%), most of the students who have accommodating learning style were female students (75%), the number of male students (47.4%) and the number of female students (52.6%) who have assimilating learning styles are close and it was found out that, among the students who have converging learning style, female students (55.6%) were more than males. It was determined that there was no statistically significant difference between the geometry achievement scores according to learning styles and that the students' geometric achievement means were statistically significant according to gender. It was proposed that taking learning styles into account in the regulation of education environments can help to increase achievement.

Estudo dos fatores associativos dos estilos de aprendizagem dos acadêmicos do curso de ciências contábeis

Os estilos de aprendizagem detém abordagens inerentes às características de cada pessoa, o que torna necessário que cada docente desenvolva um planejamento de ensino que o possibilite trabalhar e interagir de forma dinâmica com os diferentes estilos de aprendizagem de seus acadêmicos. O presente trabalho tem como objetivo evidenciar os fatores associativos dos estilos de aprendizagem dos acadêmicos do curso de ciências contábeis da FURB. No tratamento metodológico, classifica-se como estudo descritivo, formal, ex post facto, em condições de campo, transversal, de rotina real, estatístico, utilizando-se de coleta de dados por meio de questionário. O estudo foi desenvolvido nos meses de maio e junho de 2015 e constituiu-se de 151 acadêmicos dos 271 matriculados e com frequência no curso. Os resultados revelam que predominou o estilo de aprendizagem convergente entre os alunos pesquisados. Por meio da análise de correspondência (ANACOR), com a utilização do software LHStat®, o mapa perceptual revelou a associação dos estilos de aprendizagem acomodador e divergente com os acadêmicos da fase inicial do curso, com o gênero feminino, com acadêmicos de idade até 20 anos e com os acadêmicos que tem uma alta dedicação de horas aos estudos por semana. O estudo apontou também a associação dos estilos assimilador e convergente com os acadêmicos da fase final do curso, do gênero masculino, com idade entre 21 a 25 anos e que também tem uma carga horária relevante de horas de dedicação aos estudos por semana.

The Analysis of Sports High School Students’ Learning Styles in Terms of Overall Academic Success

Research findings about which learning style works better are not consistent. However, learning styles are known to be generally associated with learning and to support improvement in some learning outcomes . This study aims to determine learning styles of sports high school students and to examine these styles with respect to overall academic success. The study sample consists of 480 sports high school students (152 females, 328 males) who were the students of seven different sports high schools in Turkey. Kolb Learning Style Inventory-3 (LSI-3) was used as the data collection tool. Data was analyzed using χ 2 (Chi-Square) test and one-way analysis of variance. The study found out that the sports high school students mostly had diverging (39.5%) learning style, a ssimilating (21.5%) and converging (21.5%) were of equal rate, and accommodating (17.5%) was the least preferred learning style. The study indicated that students with high overall academic success had converging , accommodating , assimilating and diverging learning styles, respectively. Although most of the sports high school students had diverging learning style, the overall academic success of students with converging learning style was higher.

The Effects of 4MAT Teaching Model and Whole Brain Model on Academic Achievement in Science

The aim of this study is to investigate the effects of 4MAT Teaching Model and Whole Brain Model on academic achievement in science and to compare those effects with the effect of inquiry based instruction, which suggested by the science course teaching program. This research is designed in static group pre test-post test design. The study group constituted a total of 68 sixth grade students, 29 in Experimental Group I, 21 in Experimental Group II and 18 in the control group. Experimental processes were carried out simultaneously in 3 groups during 32 class hours by one of the researchers. While 4MAT Teaching Model was used In Experimental Group I, Whole Brain Model was applied in Experimental Group II. The control group was engaged in inquiry based instruction. Kolb Learning Style Inventory III was applied to determine the learning styles of the participant students. Academic achievement test was applied as the pre test and the post test. While analyzing the data, the standard deviations and means were calculated and Paired Samples t-Test, One Way Analysis of Covariance (ANCOVA), Wilcoxon Signed Rank Test, Kruskal Wallis Test, and Mann Whitney U Test were conducted. As a result of the research, it was determined that all of the three instructions applied increased the academic achievement in science. Moreover, it was found that 4MAT Teaching Model was more effective than Whole Brain Model in terms of increasing academic achievement. However, it was determined that the effects of 4MAT Teaching Model and Whole Brain Model on the academic achievement in science did not differentiate from the effect of inquiry based instruction. In addition, it was detected that the effects of 4MAT Teaching Model and of Whole Brain Model on academic achievement in science did not differentiate regarding learning styles of the student. On the other hand, it was proved that inquiry based instruction did not support the academic achievement of the students with diverging learning style.

Effects of Noise on English Listening Comprehension among Chinese College Students with Different Learning Styles.

This study was intended to determine whether the effects of noise on English listening comprehension would vary among Chinese college students with different learning styles. A total of 89 participants with different learning styles measured using Kolb’s (1985) Learning Style Inventory finished English listening comprehension tests in quiet and in white noise, Chinese two-talker babble, and English two-talker babble respectively. The results showed that the participants in general had significantly poorer performance in the two babble conditions than in quiet and white noise. However, the participants with assimilative and divergent learning styles performed relatively better in Chinese babble, and exhibited stable performance across the three noisy conditions, while the participants with convergent and accommodative learning styles had more impaired performance in both Chinese babble and English babble than in white noise. Moreover, of Kolb’s four learning modes, reflective observation had a facilitative effect on listening performance in Chinese babble and English babble. These findings suggest that differences in learning style might lead to differential performance in foreign language listening comprehension in noise.

An Exploration of Learning Styles Used by Social Work Students: A Systematic Review

Social work educators are faced with the challenge of ensuring that students from diverse backgrounds are fully equipped with the necessary knowledge and skills. However, to be effective social work educators, the educator is required to understand the learning style of the student. The aim of this systematic review was to explore the learning styles of social work students for the purpose of understanding how to adapt and refine teaching strategies in social work. To this end, a search for descriptive studies in databases, which included Ebscohost (Academic Premier, CINAHL, SOcIndex, Psycharticles, Medline), DOAJ and Pubmed, was conducted. Eight articles met the criteria for inclusion in this systematic review. The target population included both undergraduate and postgraduate students. The studies were mainly conducted in developed countries. The results suggest that the most common approach for social workers is the diverging learning style, which entails having an interest in people, being aware of emotion, and a tendency to be imaginative. This review recommends that if there is an improved understanding of students’ learning needs then educators could adapt their teaching strategies to accommodate and support students from diverse backgrounds, with diverse learning needs.

Meta Analisis: Deferensiasi Gaya Belajar dengan Metode Pembelajaran

This paper intends to review with the student's learning style dimensions of divergent and convergent. Both interact with the methods of debate and methods of discussion. Differences in learning styles impact on student learning, student learning outcomes specify a maximum learning. Therefore, teachers need to understand the learning style that is owned by the students, before applying the learning method that will be chosen. This paper concludes convergent learning style has a stronger interaction with the method of debate while the divergent learning style has a stronger interaction with the method of discussion

An Exploration of the Learning Style Among Undergraduate Nursing Students From An Indian Perspective

Individuals' perceptual preference for learning can be identified by using learning style inventories. This provides nurse educators a basis for planning effective and efficient instructional strategies. Objectives:The objective of this study was to determine the dominant learning styles of undergraduate nursing students and also to associate the selected demographic characteristics of undergraduate nursing students and their learning style Method / Design: The present study employed a descriptivecross sectional study design to explore the learning style of undergraduate nursing students. Data were collected using the demographic characteristics proformaand Kolb's Learning Style Inventory version 3.1.The study was conducted at two colleges of Nursing in South India. The sample included 326 undergraduate nursing students who were selected by consecutive sampling technique. Result: The response rate was 95.09% (n=310). Majority(50.3%) of the undergraduate nursing students investigated were of diverging learning style. There was a predominance of diverging learning style throughout the years of Bachelor of Science in Nursing Program. Conclusion:The study suggests nurseeducators to identify the learning style of the group and the remediation of teaching strategies to be planned based on the findings.

An Investigation Of The Relationship Between Students’ Views On Homework And Their Learning Styles

The purpose of this study is to identify the relationship between students’ views on homework and their learning styles. The study follows a descriptive survey model. It is also an example of descriptive study in relational screening model. Target population is all first, second, third, and fourth year students who are enrolled in Çukurova University Primary School Classroom Teaching Department. The participants are 443 students who volunteered to fill in the data collection forms used in the study. Of the participants, 90 were first year, 103 were second year, 140 were third year, and 110 were fourth year students. 275 of the students participating in the study were female (62.1%) and 168 were male (37.9%). The data were collected through “Homework Attitudes Scale” developed by Gündüz (2005), Kolb’s Learning Styles Inventory (LSI) which was first examined for its applicability in Turkey by Aşkar and Akkoyunlu (1993), “Homework Purpose Scale”, “Homework Management Scale” and “Personal Information Form” developed by the researcher. No instruments were used to measure students’ academic success levels; their academic success was identified according to the overall mean score obtained from the scores they received from all lessons. Findings show that 141 students (31.8%) preferred assimilating learning style while 133 students (30%) preferred converging learning style. Dominant learning style was found to differ according to grade level and grade point average. The difference in terms of homework attitudes, homework purpose, and homework management scale mean scores was in favour of mostly students who have converging learning style. Besides, there was a significant difference in terms of doing homework on time in favour of students who have converging learning style, and there was a significant difference in terms of coming to class without homework in favour of students who have diverging learning style.

The Study of Learning Styles, Thinking Styles, and English Language Academic Self-efficacy among the Students of Islamic Azad University of Behbahan Considering Their Field of Study and Gender

The purpose of the present paper was the study of learning styles, thinking styles, and English language academic self-efficacy among the students of Islamic Azad University of Behbahan considering their field of study and gender. The method of the study was 'surveying' in nature. The statistical population pool of the study included all the students of the Islamic Azad University of Behbahan (7941). The sample (367 students) was determined based on Morgan and Jesri table and was selected via stratified sampling technique. To collect data, Kolb's learning styles questionnaire, Sternberg's thinking styles questionnaire and the researcher-made questionnaire on the English lesson academic self-efficacy of students were used. In order to analyze the data, different statistical techniques which included mean, standard deviation, t-test, and chi square were utilized for examining the difference between the variables of gender and field of study. The results showed that the engineering students had more academic self-efficacy than humanities students. The rate of academic self-efficacy among male students was greater than that among female students. Male students had more assimilate learning style but female students had more divergent learning style. Humanities students had more divergent accommodate learning styles, but engineering students had more convergent and assimilate learning styles. The results also showed that the prevailing thinking style among male students was the judicial thinking style, but the prevailing thinking style among female students was the executive thinking style. Humanities students had more executive thinking style, but engineering students had more legislative thinking style.

The Relationship Between Learning Styles and Baseline Characteristics of Postgraduate Students at Kerman University of Medical Sciences During 2013 - 2014

Background: The most spectacular progress of the mankind is made by learning. One of the most effective factors that help learning among students is their learning styles. According to individual differences, people use various learning styles; therefore, it is of utmost importance to know the learning style of learners and find what reasons can affect it, in order to train them. Objectives: The purpose of this study was to identify the relationship between the learning styles of postgraduate students in Kerman University of Medical Sciences and their baseline characteristics. Patients and Methods: In this cross-correlation study, 400 postgraduate students of Kerman University of Medical Sciences were randomly selected. To collect data, the Kolb’s learning styles questionnaire was distributed among the participants. The validity of the instruments was determined in terms of content validity, and the reliability was gained through internal consistency methods. The Cronbach’s alpha coefficient was found to be 0.75; Descriptive statistics (percentage, frequency, mean, and standard deviation) and analytical tests (ANOVA and chi-square) were performed to analyze the data. Results: The findings indicated a significant difference between learning styles; most postgraduate students at Kerman University of Medical Sciences used the converging learning style. Totally, 51%, 31%, 10%, and 8% of the participants used convergent, assimilator, accommodator, and divergent learning styles, respectively. No statistically significant relationship was found between the learning styles and baseline variables. Conclusions: According to the results of this study, the most dominant learning style of postgraduate students is the convergent style. These findings are useful for learning system. Therefore, the results of this study and similar research on students’ learning styles in other universities can be considered as a baseline for the identification of learning styles as well as planning for them.