Diverse Learning Styles Research Articles

Learning Styles and Motivation: Their Role in Academic Performance

This study examines the correlations between academic motivation, learning styles, and academic achievement in higher education. The goal of this study is to prove that there is a correlation between academic motivation, learning styles, and academic success of students. Utilizing Pearson correlation and multiple regression analyses, it explores these variables' impact on academic performance. It highlights the importance of educators recognizing the diversity in learning styles and motivational drivers among students. The results reveal a slight negative correlation between learning styles and academic achievement, but no significant correlation between academic motivation and other variables. The study also suggests that while learning styles have a modest impact on academic performance, the role of motivation is more complex and warrants further investigation. These findings suggest a modest influence of learning preferences on educational outcomes and underscore the complex nature of motivation in academic settings. The study advocates for an integrated pedagogical approach that addresses learning diversity and motivational dynamics. The research contributes to the ongoing debate about the effectiveness of tailoring educational strategies to individual learning styles. It emphasizes the need for a holistic approach in addressing student needs in academic environments. Received: 7 February 2024 / Accepted: 20 April 2024 / Published: 5 May 2024

Innovative methods of teaching foreign languages

This abstract explores innovative methods revolutionizing the teaching of foreign languages in today's interconnected world. Traditional language instruction approaches are evolving to cater to diverse learning styles and preferences, leveraging technology and interactive techniques to enhance language acquisition.

Scholar- Study Material Application

Scholar- Study Material Application

The role of digital tools in improving academic reading skills

This article examines the pivotal role of digital tools in enhancing academic reading skills. Through a comprehensive analysis of contemporary’ literature and empirical studies, it delves into various digital platforms, such as e-books, online libraries, and annotation tools, highlighting their efficacy in fostering comprehension, critical thinking, and information synthesis. Additionally, it discusses the integration of multimedia elements, adaptive learning algorithms, and interactive interfaces, which cater to diverse learning styles and abilities, thus promoting engagement and retention. Moreover, the article addresses challenges associated with digital literacy and access disparities, emphasizing the need for equitable implementation strategies. Ultimately, it underscores the transformative potential of digital tools in empowering learners and cultivating lifelong reading proficiency in academic contexts.

Implementation of Teaching Speaking Using Task-Based Approach in Indonesian Secondary School EFL Classes: The State of The Art

The demand for English proficiency in global communication has led to a heightened focus on language skills, particularly speaking. This study explores the implementation of Task-Based approach in Indonesian secondary school English as a Foreign Language (EFL) classes, specifically emphasizing speaking skills. Drawing from a systematic literature review, the study addresses three key aspects: the practice of teaching speaking using the task-based approach, perceptions of students and teachers towards task-based approach, and the development and evaluation of task-based speaking materials. The findings indicate widespread adoption of task-based approach in various school contexts, showcasing its effectiveness in enhancing students' speaking skills. However, challenges such as time constraints, pronunciation difficulties, and occasional boredom have been noted. Students generally hold positive perceptions, noting improvements in pronunciation, vocabulary, and overall interest in English learning. Teachers, while acknowledging the positive impact, face challenges in finding suitable tasks for diverse student backgrounds and express a need for adequate training. The study also highlights the development of task-based speaking materials, catering to diverse learning styles and instructional goals. Continuous adaptation, teacher training, and the development of contextually relevant materials are essential for its sustained success. The study provides valuable insights for English teachers, curriculum developers, and policymakers seeking to optimize language education in the Indonesian context.

Factors influencing the academic performance in araling panlipunan of junior high school students of Capual National High School, MBHTE-Sulu

This study aimed to investigate the extent of the factors influencing the academic performance in Araling Panlipunan of junior high school students at Capual National High School. It employed a descriptive-explanatory research design with one hundred (n=100) junior high school students at Capual National High School, Ministry of Basic Higher and Technical Education (MBHTE) – Sulu taken through purposive sampling method. Findings indicated that high school students recognized the school administration, teacher’s competency, and their own learning styles as significant factors that contribute to their academic performance. Correlation analysis revealed that subcategories subsume under the extent of the factors influencing the academic performance in Araling Panlipunan reveals that there was a significant correlation between School Management and Teacher’s Competency, School Management and Student’s Learning Styles, and Teacher’s Competency and Student’s Learning Styles. The study suggested that the MBHTE – Sulu may provide continuous professional development for teachers to enhance their competency, which is directly linked to student performance. School Administrators may consider implementing adaptive educational strategies that cater to the diverse learning styles of students. This could involve integrating technology in classrooms or providing training for teachers on differentiated instruction techniques. Teachers may utilize a variety of teaching methods to address the different learning styles of students.

Deciphering the Nexus: Exploring Learning Styles and Academic Success Among Medical Students Through a Comprehensive Study.

In the dynamic landscape of medical education, recognizing and catering to the diverse learning styles of students are pivotal for fostering academic success. This study investigates the intricate relationship between learning styles and academic performance among medical students. A sample comprising 201 second-year Bachelor of Medicine and Bachelor of Surgery (MBBS) students from two batches participated in this cross-sectional study. Utilizing the Grasha-Riechmann Student Learning Style Scales, students were categorized into six distinct learning styles: independent, avoidant, collaborative, dependent, competitive, and participatory. Academic performance was assessed through cumulative scores at the end of the academic year. Statistical analyses, including descriptive statistics, Spearman's correlation analysis, and theKruskal-Wallis H test, were conducted using IBMSPSSStatistics for Windows, Version 25, (Released 2017; IBM Corp., Armonk, New York, United States). The findings revealed a rich diversity of learning styles among medical students, with independent learning emerging as the most prevalent style. However, intriguingly, no statistically significant difference in academic performance was discerned across the various learning styles. Nonetheless, correlation analysis uncovered weak positive correlations between independent, dependent, and participatory learning styles with academic performance, while an equally weak negative correlation was observed for the avoidant style. These results underscore the necessity for tailored educational strategies that can accommodate the heterogeneous learning preferences exhibited by medical students. While certain learning styles may be favoured by students, their adoption does not guarantee academic success. Thus, educators are urged to embrace flexible teaching methodologies to accommodate the diverse learning styles present within medical education, ultimately fostering student engagement and achievement. This study illuminates the imperative of understanding and addressing diverse learning styles among medical students, laying the foundation for further research into optimizing teaching methodologies in medical education.

Teaching and learning in biophotonics: Crossing the bridge between educators and students.

As a rapidly growing field, biophotonics demonstrates an increasingly higher demand for interdisciplinary professionals and requires the implementation of a structured approach to educational and outreach activities focused on appropriate curriculum, and teaching and learning for audiences with diverse technical backgrounds and learning styles. Our study shows the main findings upon applying this approach to biophotonics workshops delivered 2 consecutive years while updating and improving learning outcomes, teaching strategies, workshop content based on student and teacher feedback. We provided resources for a variety of lecture-based, experimental, computer simulation activities. Quality of subject matter, teaching, and overall learning was rated as "Very good" or "Good" by 88%, 76%, and 82% of students in average, respectively. Application of our teaching strategies and materials during short- and long-term workshops/courses could potentially increase the interest in pursuing careers in the biophotonics field and related areas, leading to standardized approaches in designing education and outreach events across centers.

Harnessing AI for Education 4.0: Drivers of Personalized Learning

Personalized learning, a pedagogical approach tailored to individual needs and capacities, has garnered considerable attention in the era of artificial intelligence (AI) and the fourth industrial revolution. This systematic literature review aims to identify key drivers of personalized learning and critically assess the role of AI in reinforcing these drivers. Following PRISMA guidelines, a thorough search was conducted across major peer-reviewed journal databases, resulting in the inclusion of 102 relevant studies published between 2013 and 2022. A combination of qualitative and quantitative analyses, employing categorization and frequency analysis techniques, was performed to discern patterns and insights from the literature. The findings of this review highlight several critical drivers that contribute to the effectiveness of personalized learning, both from a broad view of education and in the specific context of e-learning. Firstly, recognizing and accounting for individual student characteristics is foundational to tailoring educational experiences. Secondly, personalizing content delivery and instructional methods ensures that learning materials resonate with learners' preferences and aptitudes. Thirdly, customizing assessment and feedback mechanisms enables educators to provide timely and relevant guidance to learners. Additionally, tailoring user interfaces and learning environments fosters engagement and accessibility, catering to diverse learning styles and needs. Moreover, the integration of AI presents significant opportunities to enhance personalized learning. AI-driven solutions offer capabilities such as automated learner profiling, adaptive content recommendation, real-time assessment, and the development of intelligent user interfaces, thereby augmenting the personalization of learning experiences. However, the successful adoption of AI in personalized learning requires addressing various challenges, including the need to develop educators' competencies, refine theoretical frameworks, and navigate ethical considerations surrounding data privacy and bias. By providing a comprehensive understanding of the drivers and implications of AI-driven personalized learning, this review offers valuable insights for educators, researchers, and policymakers in the Education 4.0 era. Leveraging the transformative potential of AI while upholding robust pedagogical principles, personalized learning holds the promise of unlocking tailored educational experiences that maximize individual potential and relevance in the digital economy.

Stress among Private School Teachers

The modern lifestyle is accompanied by a great amount of stress, and private school teachers are also not far from it. The workplace is also more stressful than it used to be. Stress among private school teachers is influenced by a multifaceted phenomenon. For the completion of this research, the predetermined objectives were set first. The objectives of this study were to analyze and address the factors contributing to stress among private school teachers in order to implement effective support mechanisms and promote overall well-being within the educational environment. Altogether, 19 respondents, among them 1 principal, 2 management committee members, and 16 teachers (8 from the basic level and 8 from the secondary level) of a private school in Solukhumbu, were selected purposefully. The data and responses were collected from management committee members, principal, and teachers through an open ended questionnaire, and the responses were interpreted and described qualitatively according to the defined objectives. Maslow's hierarchy of needs theory is interconnected in this study to understand stress among private school teachers and use appropriate remedies in a specific order, starting with basic physiological needs and progressing to higher-level needs. 16 respondents working as a school teacher in a private school were burdened with excessive tasks, responsibilities, and demands within their professional role. They were facing high teaching loads with numerous classes, subjects, and students to manage. They had very limited time for lesson preparation and other innovations. Strategies such as workload management, providing adequate resources, promoting work-life balance, and offering support for professional development can help alleviate the stress associated with work overload and enhance the quality of teaching and learning. Further, private school teachers in Solukhumbu were not getting the facilities of professional development opportunities like seminars, workshops, research, on-the-job training, and other soft skills workshops from the school administration. To address this issue, it would be essential for private school teachers, school administrators, and relevant stakeholders to collaborate and advocate for the importance of professional development. Additionally, government policies or initiatives that support and incentivize private schools to invest in teacher training and other professional development courses. The responses of all the respondents showed that job security and stability are big worries for them. The survey showed that private school teachers in Solukhumbu had a lot of uncertainty about job security and stability, which is creating stress for the teachers. The school management committee and school administrators should prioritize clear policies regarding employment terms, the school's future plans, bonuses, insurance, retirement plans, disability coverage, and other wellness programs. All 16 respondents from different backgrounds responded that teaching is stressful and sensitive enough to address cultural differences, language barriers, and varying learning styles, which requires extra effort from the teacher. The school management committee and administration should prioritize the pressure of the sociocultural sensitivity of diverse students to the teachers. Limited participation in decision-making can generate stress by undermining teachers' sense of professional value, autonomy, and job satisfaction. Addressing these stressors involves implementing effective feedback mechanisms by the concerned authorities that provide constructive insights, recognize achievements, and support teachers. Maslow's theory is a psychological theory that suggests teachers are motivated by a hierarchy of needs, starting with basic needs and progressing through safety, belongingness, esteem, and self-actualization. While Maslow's theory is primarily focused on motivation, it can be indirectly related to stress management. Implementing these recommendations requires the commitment of school administrators, policymakers, and educators to create a supportive and conducive environment for teaching and learning in private schools.

Harnessing AI Chatbots for EFL Essay Writing: A Paradigm Shift in Language Pedagogy

In a time when digital technologies are changing educational paradigms, this study delves into integrating Artificial Intelligence chatbots in enhancing English as a foreign language essay writing, marking a significant shift in language pedagogy. With the backdrop of increasing reliance on technology in educational settings, the research foregrounds Artificial Intelligence chatbots’ potential to revolutionise traditional teaching methodologies. This article aims to scrutinise the efficacy of these digital assistants in augmenting the essay-writing skills of English learners, underlining the importance of aligning technological advancements with educational needs. By investigating the incorporation of Artificial Intelligence chatbots into English as a foreign language curriculum, the study highlights their capacity to offer immediate, personalised feedback, fostering a learning environment that supports individual learners’ needs and preferences. The central inquiry revolves around identifying and optimising the mechanisms through which Artificial Intelligence chatbots can contribute to developing writing proficiency among English students. Through a comprehensive review, the paper presents insights into the pedagogical benefits and challenges of using Artificial Intelligence chatbots, including their role in promoting learner autonomy, accommodating diverse learning styles, and providing a safe space for linguistic experimentation. The findings underscore the transformative potential of Artificial Intelligence chatbots in language education, advocating for a paradigmatic shift towards more interactive, responsive, and learner-centred teaching approaches. This review not only reaffirms the significance of integrating technology into language learning but also opens new avenues for enhancing the educational experiences of English learners

Science Comics to Explore Thomson's Hypothesis about Negatively Charged Particle

This research introduces an innovative educational resource for Physics education, focusing on the captivating story of J. J. Thomson's. Comics, with their visually immersive nature, effectively merge text and visuals to accommodate diverse learning styles. They engage students through narratives and vivid visuals, enhancing the educational experience. Utilizing Thiagarajan’s 4D approach (define, design, develop, disseminate), the study collects historical sources in the definition stage and meticulously plans visual narratives in the design stage. Visual literacy is highlighted, enabling students to critically analyze visual information. In the development stage, comics are refined, expert-evaluated, and tested on users. These comics are then disseminated via the Webtoon platform. The results highlight comics' potential as a valuable teaching tool, captivating students with engaging narratives and rich visuals, making Physics education more enjoyable. Moreover, comics demonstrate their broader relevance in Physics instruction, contributing to the ongoing discourse on innovative and visually engaging teaching methods.

Connectivity and Application of the Principle of Multiple Intelligences in the Three Domains of Learning Mathematics

The study aimed to examine how Gardner's Multiple Intelligences applied to Ghana's Senior High School's core mathematics curriculum and instruction. The Core Mathematics curriculum was the primary document reviewed for the study. The action verbs used in the objective, section teacher-learner activities section, and the evaluation section of the core mathematics syllabus were identified and grouped with respect to the multiple intelligences. The analysis revealed that the mathematics curriculum was linked to several intelligences, although some intelligence was underserved. The Senior High School Mathematics Curriculum fails to consider diverse learning styles and preferences. It should provide a diverse range of topics using various instructional techniques. However, children with different intelligences should not experience mathematics as a hindrance. A re-evaluation is necessary to address these issues.

Enhancing Study Experience using Handwritten Character and Digit Recognition and Text Summarization

The integration of Handwritten characters and, Digit Recognition and Deep Learning in education heralds a transformative era in learning methodologies. This abstract delves into the multifaceted benefits derived from the amalgamation of these technologies, redefining the educational landscape. Handwritten characters and Digit Recognition technology facilitates the seamless digitization of handwritten content, transcending the limitations of manual note-taking. Its introduction into educational frameworks enhances accessibility, promotes organization, and augments the searchability of diverse educational materials. Deep Learning, acting in tandem with Handwriting Recognition, amplifies these advantages manifold. Deep learning powered study assistants offer personalized learning experiences tailored to individual needs, adapting to varied learning styles. Additionally, these assistants facilitate collaborative opportunities, providing real time feedback and evaluation tools that revolutionize the learning process. Key Words: Image recognition, CNN, RNN, LSTM, Neural Networks, SVM, Deep Learning, Convolutional layer, PreLU, ReLU, Text Summarization, Extractive text summarization, Tokenization.

A Comprehensive Study to Build Immersive Virtual Reality-Powered Language Learning

In the rapidly evolving landscape of education technology, this project explores the integration of Immersive Virtual Reality (IVR) to revolutionize language learning experiences. Leveraging the power of virtual reality, this innovative approach aims to provide a dynamic and immersive language acquisition platform that transcends traditional methods. The project focuses on creating a virtual environment where language learners can engage with authentic scenarios, fostering practical language application and cultural understanding. Users will navigate through lifelike settings, interact with virtual native speakers, and participate in real-world conversations, thus enhancing their linguistic proficiency in a contextualized manner. Key features include personalized learning paths, adaptive challenges, and gamified elements to sustain user motivation and accommodate diverse learning styles. The incorporation of artificial intelligence ensures tailored feedback, tracking individual progress, and dynamically adjusting the learning curriculum to suit each user's proficiency level. The virtual reality language learning experience is designed to be accessible and user-friendly, catering to a broad demographic. Emphasis is placed on creating a sense of presence and cultural immersion, allowing learners to develop language skills in an environment that mirrors real-life scenarios. Through a combination of cutting-edge virtual reality technology, linguistic expertise, and pedagogical principles, this project aspires to redefine language education. The research and development aim to assess the efficacy of this immersive approach, comparing learning outcomes with traditional methods, with a vision to contribute to the ongoing discourse on the future of education technology and language acquisition.

The Role of Technology in Education: Enhancing Learning Outcomes and 21st Century Skills

The swift progression of technology has resulted in significant transformations across multiple domains of human existence, including the field of education. This study examines the critical role that technology plays in education, as well as how it affects learning objectives and the acquisition of critical 21st-century skills. This study aims to shed light on how technology integration in educational settings has changed traditional teaching practices and empowered learners for success in an increasingly digital world through a thorough review of pertinent literature and empirical evidence.
 Technology has emerged as a catalyst for innovation in education, enabling educators to adopt student-centric pedagogies that cater to diverse learning styles and abilities. The learning process has been completely transformed by digital tools, multimedia materials, and interactive platforms, which have encouraged student participation, critical thinking, and problem-solving abilities. The accessibility of information through the internet has expanded learning opportunities beyond the confines of the classroom, encouraging self-directed learning and nurturing a lifelong quest for knowledge.
 In addition to academic achievements, technology in education plays a vital role in nurturing essential 21st-century skills. Collaboration and communication tools facilitate seamless interaction among students and with educators, cultivating teamwork and effective communication abilities that are crucial in the modern workforce. Moreover, students who are exposed to technology develop digital literacy, which equips them with the ability to critically assess and navigate the vast amount of online information.

Understanding the Learning Style Preferences of ODL Students Using VARK Model: Implications for Individualized Pedagogy and Student Success

Aims: The study aims to assess the learning styles among ODL students in higher education, and propose practical strategies for integrating personalized learning approaches to enhance student engagement and educational outcomes. Place and Duration of Study: Research was carried out among the higher education students who enrolled in different ODL programs under the dual-mode universities. Survey was administered during Personal Contact Programme (PCP) for the academic session of 2023-2024. Methodology: Descriptive survey design was employed to gather quantitative data on higher education students learning styles under ODL mode of study and provides a deeper understanding of ODL students' learning preferences based on VARK model. The sample comprised of 246 post-graduate ODL students from various disciplines. A simple random sampling technique was employed to ensure representation from diverse academic backgrounds of ODL students. Results: Study revealed significant variations in learning style preferences among the ODL students. There are 89 (36.18%) ODL students with single preference of learning style and 157 (63.82%) ODL students with multimodal preference of learning style. Statistically significant difference found between male and female ODL students concerning their learning styles. Visual learning style is the most preferred learning style, followed by aural, kinesthetic, and read/write learning style respectively. Majority of ODL students preferred to learn by multiple sensory modalities. Conclusion: Integrating learning style assessments into distance learning practices holds immense promise for enhancing the effectiveness and efficiency of distance education. Designing course curriculum for distance education based on multiple sensory modalities is crucial for enhancing learning outcomes and student engagement. Incorporating various sensory channels such as visual, auditory, kinesthetic, and read/write, ODL professionals can cater to diverse learning styles and preferences, ultimately promoting a deeper understanding of the subject matter and academic success.

EFFECTIVE STRATEGIES FOR TEACHING ENGLISH AS A SECOND LANGUAGE: A METHODOLOGICAL OVERVIEW

This article explores effective strategies for teaching English as a second language (ESL) from a methodological perspective. It discusses various approaches, techniques, and tools that ESL teachers can utilize to enhance language learning outcomes. The paper emphasizes the importance of incorporating diverse methodologies to cater to the varied learning styles and needs of ESL students. It highlights the role of communicative language teaching (CLT) in promoting language proficiency and communicative competence. Additionally, the article discusses the integration of technology in ESL instruction, emphasizing its potential to enhance engagement and facilitate language acquisition. Furthermore, it addresses the significance of cultural sensitivity and awareness in ESL teaching, emphasizing the need for teachers to create inclusive and culturally responsive learning environments. Overall, this article provides valuable insights and practical recommendations for ESL teachers seeking to enhance their teaching methodologies and improve the effectiveness of their language instruction.

Bridging Literacy Theory with Practice: Differentiated Academic Service Learning Projects with Children's Literature

AbstractThis academic service learning initiative enabled teacher education candidates to create research‐based family literacy activities around a diverse selection of children’s books. Each project included a detailed parent or caregiver letter, which provides an overview of the family literacy activity; materials and props; step‐by‐step procedures; prompting questions; ideas for differentiation to meet the needs of varied learning styles; and real‐world extensions. As pre‐service teachers selected from a menu of literacy strategies that fit their individual letter and project design, the concept of differentiation was being actively implemented. Pre‐service teachers reflected on the experience of creating the family literacy project and their future plans for involving families in their students’ literacy learning.

EXPLORING FOREIGN EXPERIENCES IN TEACHING BOTANY: INSIGHTS AND INNOVATIONS

Botany, the study of plants, holds paramount importance in understanding the fundamental processes of life on Earth. Teaching botany, however, presents various challenges due to its multidisciplinary nature and the diverse learning styles of students. Thisarticle reviews foreign experiences in teaching botany, focusing on innovative approaches, pedagogical strategies, and technological advancements employed to enhance student engagement and comprehension. Insights from diverse educational settings shed light on effective methodologies and provide valuable lessons for educators worldwide.