Explore Learning Styles Research Articles

Exploring learning styles in the online environment: A comprehensive review

Exploring learning styles in the online environment: A comprehensive review

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.

Exploring music learning needs of working-age individuals in Thailand

This quantitative study delves into the music learning needs of working-age individuals in Thailand, focusing on those aged 21 to 59 years outside the music profession. The research, conducted in October 2023, collected responses from 503 participants through an online structured questionnaire. The findings revealed that “As a hobby/for relaxation” emerged as the primary motivation for enrolling in music classes, among currently enrolled, previously enrolled, and prospective participants. Desired learning contexts revealed “Onsite learning” with a “Very High” mean score for current ( x− = 4.89) and past enrollees ( x− = 4.58), while those aspiring to enroll rated this and “Hybrid Learning” in a “High” level. “Private learning” earned a “High” rating across groups, and “Small group learning” received a “High” rating for prospective and past enrollees. Exploring learning styles, participants consistently rated items at a High Level, encompassing “Involvement in learning choices,” “Prioritizing adaptation over theory,” “Using metaphor,” “Visual learning,” “Auditory learning,” and “Kinesthetic learning.” Barriers to music learning, including “Time management” and “Memory,” were notably high among past enrollees. These insights offer valuable guidance for tailoring music activities or lessons to the specific needs of adult learners.

Learning Styles of Gifted Students in Mathematics: A Case Practice in Surkhet District

This article investigates the learning styles of gifted students in mathematics. For this study, qualitative approach has been used to focus on the experiences of six-mathematics students’ experience studying in secondary level in Surkhet Valley. This article aims to explore the learning styles of gifted students in mathematics and what factors behind adopting in learning. This study utilizes a conceptual framework with seven parameters to check students learning styles in mathematics. For the study, observation, in-depth-interview and document analysis were used to collect the data. This article thus studied six students’ voices, three mathematics teacher and a head teachers’ voice and experiences to explore learning styles of gifted students in mathematics. In conclusion it was found that the self-study and autonomous, goal oriented learning, TPS, schedule based learning and learning mathematics with use of ICT were the learning styles of gifted students. Teacher, parents and administration had pivotal role to motive, mobilize and move to gain desired giftedness.

Exploring Learning Styles in a Portuguese Engineering School: Are They Different in Different Courses?

The Kolb model is widely used to analyze the learning style of engineering students; however, there are no published studies carried out in Portugal. This study was applied to students who had just began there courses at a Portuguese engineering school. This study object is to assess whether there is a clearly majority learning style; whether there are differences in the learning style among all students and between students in the industrial management course and those in the technological engineering courses. The results allow the pedagogical practice improvement in the classroom regarding the effectiveness increase of the teaching process. This study results also allow improving the way students approach the study, overcoming difficulties in understanding the topics studied, improving the construction of their skills and increasing the quality of the learning process.

Inovação na Educação

Este estudo compara os resultados obtidos na aplicação de questionário sobre estilos de aprendizagem com achados da literatura, e correlaciona com as estratégias de ensino. Utilizamos os estudos obtidos na revisão realizada por Canto e Bastos (2019); aplicamos um questionário VAK (visual, auditory, kinesthetic) em 110 docentes-estudantes de uma pós-graduação e, na sequência, em 756 estudantes de diferentes modalidades; e comparamos os resultados obtidos. Dos 10 artigos selecionados, utilizaram instrumento de avaliação e focaram no padrão VAK, ou no VARK (incluindo aural-Read), no qual em 70% deles a preferência foi pelos estilos visual e cinestésico. Nesse estudo, 95% dos docentes-estudantes avaliados, e 80% nos demais estudantes, também demonstraram preferência pelos estilos visual e cinestésico. Concluímos que os estilos de aprendizagem permitem aos alunos identificar pontos fortes e fraquezas ao aprender, e aos professores definir as suas metas e estratégias de ensino para que consigam projetar atividades centradas no aluno.

Learning styles and teacher efficacy among prospective teachers based on diverse variables

<p>The main aim of this study was to explore learning styles and teacher efficacy of prospective teachers, evaluate them based on department, gender, high school type and educational level of parents, and identify whether there is any relationship between teacher efficacy and learning styles. This is a descriptive study that was conducted using survey model. The study group consisted of 170 prospective teachers in the Faculty of Education, Kafkas University during the 2018-2019 academic year. Research data were gathered through “Teachers’ Sense of Efficacy Scale” and the “Kolb Learning Style Inventory”. The study came to the conclusion that prospective teachers mostly had diverging and converging learning styles while assimilating and accommodating learning styles were least preferred, their teacher efficacy was "sufficient", and teacher efficacy scores differed significantly in relation to learning styles. The study also found a significant relationship between some variables, i.e. department, gender, high school type and educational level of parents, and the prospective teachers' learning style and occupational self-efficacy level. The study discussed these findings from various aspects and proposed recommendations.</p>

Exploring Learning Styles Expressed in Teaching Philosophies Among Agriculture University Teaching Faculty

Faculty at universities must prepare students to successfully enter the workforce. Preparing students requires effective teaching, but excellence in teaching is complex and can be difficult to achieve. To capitalize on excellent and effective teaching, a teaching philosophy is necessary to embody the teaching faculty members’ personal philosophy of student learning in the classroom. The purpose of this study was to explore if a faculty members’ preferred learning style is expressed in his or her teaching philosophy statement. Using a mixed methods research design, findings revealed a majority of university faculty members identified an assortment of learning styles based on their teaching philosophy statements. It is recommended that university teaching faculty members engage in professional development opportunities that enhance their teaching philosophy. Experienced university teaching faculty with a diverse teaching philosophy should mentor early-career teaching faculty in developing instruction that incorporates all four learning styles.

Learning styles preferences and diagnostics at higher education level: A comparative perspective among three faculties

This study aimed at exploring and comparing learning styles preferences among students of Management sciences, Social sciences and Languages. Homogenous purposive sampling technique was used to select sample of study comprising of 300 graduating students of the three faculties. Grasha-Reichmann Scale consisting of 60 five point likert scale statements was used to explore learning styles preferences of students on six variables namely; avoidant, collaborative, competitive, dependent, independent, and participant. Results based on One-way ANOVA and Post-hoc Tukey’s test revealed that a statistically significant difference occurred among the learning styles preferences of students enrolled in three faculties. Management sciences students preferred competitive and independent learning style, social sciences students were mostly avoidant and dependent learners whereas languages students have adopted collaborative as well as dependent learning styles. It is recommended that teachers may require to bring variation in teaching learning process to cater to the needs of diverse learners. It is advisable for teachers to plan such learning activities which make them independent and self-directed learners. It is also recommended that situational factors such as nature of course requirements and motivation to attend the classroom could also have an impact on the preferred learning styles.

Exploring Learning Styles in Students Attended Problem-Based Learning Package at Hue University of Medicine and Pharmacy

Exploring Learning Styles in Students Attended Problem-Based Learning Package at Hue University of Medicine and Pharmacy

Investigating Factors Affecting Learning Styles Preferences of Hospitality Management Program (HMP) Students”

This study aims to explore learning styles (LS) preferences and identifying different factors affecting learning among tudents enrolled in Hospitality Management Program (HMP) in the Egyptian context. The study investigates four learning styles namely; activist, reflector, theorist, and pragmatist, in addition to another four affecting factors namely; physical, environmental, personal, and teacher and learning. Data were collected from 354 undergraduate students studying at three governmental universities. Findings revealed that the reflector LS was the most preferred among HMP students, whereas the activist LS was the lowest preferred one. Furthermore, the study reported agreement of students on the effect of the four factors on their learning. The results may help in developing HMP through designing the curriculums that well match with students preferred learning styles. Results could enable the educators to focus on reflector LS, and this can generate student satisfaction and their quality learning outcomes, which will positively affect their performance at work later. The results may also help to better understand the needs of hospitality management education and, therefore, correctly direct its future.

A Survey for Need Assessment to Classify Learning Styles of Students Studying in Master Degree Programs at Universities

Students’ learning is highly subjective owing to their individual differences, environment and background which decide their learning styles. The purpose of this study was to explore learning styles of university students owing to generic role in their learning. There is need to assess whether students of different universities with different backgrounds but with same discipline prefer same or different learning styles. Four general universities were selected; two from each, public sector and privatesector.314 students were involved in the study from selected universities. A questionnaire was developed in the light of literature to explore learning styles of students mainly based on Grasha Reichmann Learning Style Survey (1974). Survey research design was used to collect data. The number of students against every learning style was calculated through statistical distribution. To infer the significance of results, t-test and ANOVA were applied. The findings showed that learning styles were closely linked gender wise. Further, there was no vast difference in learning styles of the students in respect of public and private sector universities. Subject based results are generally aligned but there are variations in couple of subjects like mass communication. The study concludes that students use variety of learning styles in different situations. If teacher used teaching style compatible to preferred students learning style then they would take more interest in the lesson and learn better.

MECHANICAL ENGINEERING STUDENTS’ LEARNING STYLES AND THEIR PERCEPTION OF PROFESSION

In this study, it was aimed to explore learning styles of third year mechanical engineering students and also their perception of profession. Ninety-nine third year students studying mechanical engineering at a university located southwest of Turkey were the participants of this study. Data were collected through Kolb Learning Styles Inventory (KLSI) and a Word Association Test with the keyword “engineer” (WAT). Data obtained from KLSI were used in order to identify the participants’ learning styles and data gathered by WAT were used to obtain information about their perception of their future profession. Four groups, namely assimilators, accommodators, divergers, and convergers were formed according to analysis of KLSI and WAT’s of each group have examined separately. Conceptualizing of their future profession for each learning group was visualized by concept maps. It was found that majority of participants have assimilating and converging learning styles and learning styles have an effect on their perception of profession. Article visualizations:

The use of the learning styles questionnaire (LSQ) in the United Arab Emirates

Purpose The purpose of this study is to examine the use of Honey and Mumford’s (1986) learning styles questionnaire (LSQ) in the context of United Arab Emirates (UAE) higher education. In particular, it aims at exploring the learning style preferences of United Arab Emirates University (UAEU) students using LSQ. It also investigates whether there are statistically significant differences in students’ learning style preferences because of their demographic and academic characteristics. Design/methodology/approach Data were collected from a sample of 1,463 undergraduate students at the UAEU. Descriptive and inferential statistics were used to present the main characteristics of respondents, to explore the learning style preferences of UAEU students and to find out whether there are significant differences in students’ learning style preferences because of their demographic and academic characteristics. Findings Results indicated that UAEU students have strong preferences for the four learning styles. Results showed that about 68 per cent of UAEU students have strong or very strong preferences for the activist leaning style, whereas about 84 per cent have strong or very strong preferences for the reflector learning style, 78 per cent have strong or very strong preferences for the theorist learning style; about 60 per cent have strong or very strong preferences for the pragmatist learning style. Furthermore, there were statistically significant differences in certain learning styles because of students’ demographic and academic characteristics. Research limitations/implications There are a number of limitations associated with this study. First, data were collected from a single university in the UAE. Second, the results are based on a self-report survey and this in turn might affect the reliability of the results. Another limitation is that this study is of snapshot type. Hence, it might not capture the dynamic nature of learning style. On the other hand, it has a number of implications for students, educators and administrators. Originality/value The present study is the first attempt to explore learning styles preference of undergraduate students using LSQ, not only in the content of UAE higher education but also in the Arab world.

Learning styles preferences of statistics students

Purpose – Although there are many studies addressing the learning styles of business students as well as students of other disciplines, there are few studies which address the learning style preferences of statistics students. The purpose of this study is to explore the learning style preferences of statistics students at a United Arab Emirates University (UAEU). Furthermore, it investigates whether there are statistically significant differences along the four dimensions of learning styles due to students’ demographic and academic characteristics. Design/methodology/approach – Questionnaires were distributed to the whole population which included 79 undergraduate statistics students at the UAEU, of which 69 returned the questionnaire. Descriptive statistics such as frequencies and percentages were used to present the main characteristics of respondents and the results of the study. Additionally, a chi-square test was used to find out if there were significant differences along the four dimensions of learning style preferences due to students’ demographic and academic characteristics. Findings – The results indicate that UAEU undergraduate statistics students have balanced preferences along the four dimensions of learning styles. Results also suggest that there are no statistically significant differences along the four dimensions of learning styles due to students’ demographic and academic characteristics, except in the active-reflective and sensing-intuitive dimensions with respect to high school type (private vs public). Research limitations/implications – There are a number of limitations associated with this study. First, the findings of the study are based on data from only one university. Second, the sample was small and limited to undergraduate statistics students and, therefore, it excluded graduate students who might have had different experiences. Third, the results are based on a self-reported questionnaire and this, in turn, might have affected the reliability of the results On the other hand, it has a number of implications for educators and students. Educators will benefit from the results of this study in the sense that they will adopt teaching styles and strategies that match learning styles of the majority of their students. Students themselves will benefit from knowing their own learning style. Originality/value – The present study is the first attempt to explore learning styles preference of undergraduate students not only in the UAE setting but also in the developing country setting.

How do Medical Students Learn at Ibn Sina National College for Medical Studies in Jeddah, KSA? Assessment of Student’s Learning Styles

Background: An important preliminary step in learning and teaching planning is the understanding of your learner. This understanding will help in the allocation of instructional methods and curriculum development. Understanding the learner enfolds the understanding of different learner characteristics. One of these characteristics to be is the learning styles. Aim: This study aims to explore learning styles of medical students at Ibn Sina National College for Medical Studies (ISNC) and determine the effect of related factors as gender, as well as making recommendations to improve teaching and learning at the College. Subjects and Methods: Barsch Learning Styles Inventory was used to assess the learning styles of the MBBS students at ISNC. A sample size of 550 students has been targeted. The overall response rate was 82.7% (n = 455). Scores have been manually calculated for each student and his/her learning style is indicated based on the inventory manual. Descriptive statistics were applied, and statistical significance was set at p < 0.05. Results: Visual Learning Style is the common style among the studies sample of students. However, participants were found to use more than one learning styles (two or three styles) for taking in information. There were minor differences between males and females in styles’ prevalence. Those differences were not statistically significant. Conclusion: The most prevalent learning style is the visual one, which is in agreement with the literature on learning styles. The prevalence of different styles is similar in both males and females.

학년과 성에 따른 소외 영재의 학습 스타일과 과제선호도 탐색

As an educational trial for pursuit of educational excellence in the disadvantaged gifted, this study was to explore learning styles and task preferences by student's grade and gender. Furthermore, this study sought to present the practical basis to develop programs for disadvantaged gifted students. Total 153 disadvantage gifted students responded items of the Learning Styles Inventory-III and the Task Preferences Scale, which responses were analyzed by student's grade and gender in using MANOVA. As the results, the 1st grade disadvantaged gifted students preferred Direct instruction, Technology, and Learning games to the higher grade level students. There were significant differences in task preferences by students' grade level. The 4th grade disadvantaged gifted students preferred Creative tasks and Difficult tasks more than other grade level students.

Is It Possible for Teachers to Teach Less and for Learners to Learn More? Exploring Learning Styles and Strategies in the Second Language Classroom

The objective of this article is to illustrate how secondary students’ learning style awareness can lead to improving and expanding foreign language learning strategies, increasing self-confidence as well as motivation to learn English. The research was conducted on a number of 116 ninth and tenth graders at Colegiul Național “Emil Racoviță” of Iași, 58 of whom were part of a working group and 58 were the control group. The methodology consisted in applying questionnaires pre-manipulation and post-manipulation as well as pre- and post-manipulation focus group discussions. The data collation highlighted the great importance of the teachers’ taking into account the learners’ learning style preferences , learning efficiency and the learners ’ personal development.

Determining learning styles of the professional mountaineers

This study aimed to explore learning styles of the professional mountaineers. The research was carried out according to the survey model. The research group composed of 61 professional mountaineers (n(men)=45, n(women)=16) who attended Advanced Snow Ice Education Camp in Rize on September 1-7, 2012, the last camp of Mountaineering (Alpinism) Winter Education within Turkish Mountaineering Federation’s activity program for 2012. As a data collection instrument, this study employed `Kolb Learning Style Inventory` developed by Kolb (1985) and adapted to Turkish by AAŸkar and Akkoyunlu (1993). Percentages and frequencies were used for analysis of data. As a result of the research, it was determined that professional mountaineers had following learning styles: 57.4% assimilating (35), 24.6% converging (15), 14.8% diverging (9), 3.3% accommodating (2). Key words: Sports, mountaineering, learning styles.

Effects of visual, auditory, and kinesthetic imagery interventions on dancers' plié arabesques

Abstract The goal of this study was to examine the influence of visual, auditory, and kinesthetic delivery modes of Franklin Method images (anatomical bone rhythms, metaphorical image, and tactile aid, respectively) on the performance of college dancers’ plié arabesques by assessing its influence on three measures: plié depth; maintenance of rotation; and simultaneous use of hip, knee, and ankle (Tri-fold). Eighteen participants performed a series of plié arabesques during three visits over a period of two months; at each visit, pliés were performed before and after an image intervention, and the change in mean Likert scale rating was calculated for each measure. In 130 out of 162 ratings, plié arabesque scores were higher following the image interventions. Based on t-test comparisons, the visual mode produced significant positive improvement for all three measures (p ≤ 0.001 for each), while the kinesthetic mode produced increased ratings for the Rotation (p=0.012) and Tri-fold (p=0.019) measures. The auditory mode was associated with increased ratings in the Tri-fold measure only (p &lt; 0.001). One-way ANOVA suggests no one image modality performed significantly better or worse than the others for the Rotation or Tri-fold; however, the Visual mode did have a noticeably stronger positive effect for Plié (p = 0.003). We also explored possible relationships between years of experience dancing and preferred learning styles (as measured by the VARK, VAK, and MIQ-R assessment tools) to performance outcomes, and observed highly varied relationships but no definitive pattern of correlations. Dancers’ anecdotal comments about their perceived success with the imagery were qualitatively compared to their performance outcomes. This exploratory study suggests that Franklin Method imagery employing various delivery modalities can be successfully used to improve aspects of the Plié Arabesque, although some modalities may have a stronger effect. We offer recommendations for both the pedagogical application of Franklin Method based on aspects of technique as well as design of future studies to further explore learning styles and other personal aspects of imagery abilities.