Index Of Learning Styles Questionnaire Research Articles

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The Covid-19 pandemic has had a significant impact on education, resulting in a transition from traditional face-to-face classes to online classes. This present study investigated learners' class preferences based on their learning styles, comparing face-to-face, real-time online, and recorded online classes. Furthermore, the interviews were conducted to collect the perceived qualities of a “quality class” based on classroonm features as experienced by students. The participants' learning styles were assessed using Felder and Solomon's Index of Learning Styles Questionnaire and Among the 12 female participants, 10 different learning styles were identified. All participants expressed a preference for face-to-face classes mainly due to the opportunities for mutual interaction. In particular, Reflective, Sensing, and Visual learning styles were more frequently observed. Participants with strong sensing-style preferred the way the instructors used examples of language use, while visual-style learners showed a preference for visual aids such as PowerPoint materials. However, some learners found that their preferred styles did not always align with the class format. Most learners favored receiving detailed assessment rubrics and feedback in class and instructors who shared their experiences. Further research on a larger scale is needed to explore the relationships between learning styles, gender, major, and subject. This research could contribute to the development of more learner-centered class designs.

Wound Care Nursing Education in the Acute Care Setting.

To assess the feasibility of a survey study exploring how nurses in acute care prefer to be educated, particularly regarding wound management in the acute care setting. This pilot study utilized a cross-sectional survey design that included both open-ended and close-ended questions. Participants (N = 47) completed the Index of Learning Styles Questionnaire and provided information regarding their educational preferences related to wound management through use of an online survey. Participants described the importance of varying educational techniques by topic, ensuring an appropriate time of day for education, and preferring smaller educational sessions over time. Most participants preferred one-on-one bedside education, and the most commonly reported learning styles were active, sensing, visual, and a balanced approach to sequential and global learning. There were few correlations between learning styles and choice of education method, only one of which was expected. It would be beneficial to conduct this study on a larger scale to confirm results, improve understanding of the correlations, and determine further potential correlations between study variables.

Learning styles of medical students from a university in China

BackgroundInvestigating students’ learning styles can generate useful information that can improve curriculum design. This study adopts diverse measures to identify the learning styles of students despite limited literature related to clinical medical students in China. We utilized Felder’s Index of Learning Styles to examine the learning style characteristics of clinical medical students at Inner Mongolia Minzu University.MethodsCluster sampling (probability sampling) was used. This cross-sectional study investigated clinical medicine students with regard to their learning style preference and the difference across genders. This study also analysed data collected from other published studies. A total of 411 students from the medical school at Inner Mongolia Minzu University completed the Index of Learning Styles Questionnaire. The questionnaire assessed the learning styles of students in four dimensions: visual-verbal learning, sequential-global learning, active-reflective leaning, and sensing-intuitive learning.ResultsThe analysis results show that clinical medicine students choose to receive visual information (73.97% of the student sample) instead of verbal information. These students prioritize sensory information (67.15%) rather than intuitive information and process reflective information (51.82%) rather than active information. They prefer to process information sequentially (59.85%) instead of globally. Our results also show that male students present a higher preference for an active learning style over a reflective learning style, while female students seem to present a higher preference for a reflective learning style over an active learning style. These preferences vary between cohorts (gender), but the difference is not statistically significant. Compared to data collected from other published studies, active, visual, sensing, and sequential are the most popular styles of learning adopted by medical science students.ConclusionsThe identification of medical students’ learning style in China provides information that medical educators and others can use to make informed choices about modification, development and strengthening of medical educational programs. Our outcomes may potentially improve motivation, engagement and deep learning in medical education when used as a supplement to teaching/learning activities.

INVESTIGATING LEARNING STYLES PREFRENCES OF MATHEMATICS EDUCATION STUDENTS AT FACULITY OF EDUCATION IN SANA’A UNIVESITY

Students’ characteristic strengths and preferences in the ways they take in and process mathematics information. A hundred and seventy four mathematics education students randomly selected from the Faculty of Education, Sana’a University were surveyed by using the Index of Learning Styles Questionnaire. The findings reveal that, 67.2%were classified as active learners, 88.5% were sensing learners, 70.7% were visual and 81.0% were sequential.
 An implication of these observations is that to improve the thinking and problem-solving skills of mathematics education students (high school preserves mathematics teachers). Faculty of Education should attempt to improve the quality of their teaching, which in turn requires
 understanding the learning needs of today’s mathematics education students and designing instruction to meet those needs.

TEACHING ELECTRICITY AND MAGNETISM TO HIGH SCHOOL PHYSICAL SCIENCE LEARNERS: THE EFFECTIVENESS OF LEARNING STYLE-BASED INSTRUCTIONS

Recent studies have shown that learners receive and process information differently. As learners learn in various ways, it appears impossible to change each learner\'s learning style in the classroom. Instead, teachers might modify their teaching styles to be more consistent with their learners\' learning styles. This study takes into account the following objectives: first to determine the learning styles of learners; secondly, to determine how much variance in academic performance in electricity and magnetism can be explained by the variation in learning styles when they receive learning style-based instructions; and lastly, to determine learners\' experiences with learning style-based instructions. The study employs a theoretical framework to survey pertinent literature to review relevant literature and present various viewpoints on learning style-based instructions. A mixed-method sequential explanatory strategy was employed to achieve the intended objectives and to answer the research questions \"what is the change in learners\' achievement after experiencing learning style-based instruction?\". In addition, a purposeful convenience sampling procedure was employed to select two schools from the target population. A total of 205 physical science learners took part in the study. Physical Science Achievement Test (PSAT), interviews and Index of Learning Style Questionnaire (ILSQ) were the primary instruments utilised to collect data. Data analysis was primarily conducted using descriptive and inferential statistics and framework analysis. The results indicate that the predominant learning styles preferences were active, sequential, visual, and sensing. In addition, the study found a significant difference between learners\' achievement when they received learning style-based instruction in the physical sciences classroom. In light of the findings of this research, this study recommends that teachers assess the learning styles and modalities of their learners to create a teaching-learning plan that best suits their needs. Teachers must also consider that learning acquisition varies; instructions, activities, and learning materials must be altered to facilitate smooth delivery and effective instructional objectives. In addition, the study findings could help teachers become more sensitive to the differences learners bring to the classroom.

Learning Styles: Tools for Understanding Media Selection and Learners’ Academic Achievement in Physics

The study examined learners’ learning styles and media format on academic achievement among physics distance learners. Two hundred and Ninety-five learners were used for the study and were selected through purposive sampling techniques by balloting. Fleming NARK model Index of Learning Style questionnaire (ILSQ) and PAT Physics Achievement Test with reliability coefficient of 0.88 and 0.78 using test-retest method and KR-21. The two instruments were used for data collection. Data collected were analyzed using Analysis of Covariance (ANCOVA). The results showed that no significant difference exists in the achievement of learners with varied learning styles (visual, auditory and kinesthetic) when taught using print format, audio and audio visual. However, results indicated that Kinesthetic is the most effective learning style when learners were taught with audiovisual media format which significantly influences learners’ achievement. The study recommends that there is need for teachers to diversify their strategy to compliments all types of learners.

Virtually the Same? Comparing the Use of In‐Person and Virtual Drawing Sessions on the Clinical Anatomy of the Vagus Nerve

Intro Drawing in anatomy increases comprehension, enhances test grades, and promotes long term retention. Literature supports the use of drawing in teaching and learning anatomy, however, there is little research into the effectiveness of drawing on teaching clinical anatomy and its comparison to traditionally used resources such as lectures and textbook reading. Additionally, previous studies have failed to compare in-person drawing to virtual sessions. We hypothesize that students participating in instructor-guided drawing or lecture sessions, both in-person or virtually, will perform better on anatomy assessments and will rate their sessions higher than students reading textbooks. Methods In order to test the hypothesis, novice first year medical students were recruited over two academic years. All sessions in 2019 were held in person, while sessions in 2020 were conducted virtually to compare effectiveness of drawing templates in two academic environments. Student participants completed the Index of Learning Style questionnaire which helped categorize the students as either a preferred visual or non-visual learner. Visual and non-visual students were randomly but uniformly placed into one of four interventional groups: a drawing on paper group, a drawing on technology group, a lecture group and a reading group. The study focused on teaching the structural, functional and clinical anatomy of the vagus nerve. Each learning session began with an anatomy pre-test, followed by a teaching session specific to each interventional group, and ended with an anatomy post-test and a satisfaction survey. Students were invited to complete an additional test and survey 6 months after the primary learning session to assess long-term retention. Results Preliminary results suggest students in all four interventional groups significantly improved from pre-test to post-test in both academic years. When scores on clinical questions were analyzed, participants in groups with instructor guidance including the drawing and lecture groups significantly improved following their teaching session, while students in the reading group had no significant improvement. Additionally, students in those specific groups rated their sessions higher than students in the reading group when asked if they found their session to be effective and if they recommend sessions like theirs be added to the curriculum. Students in the drawing and lecture groups agreed their sessions were more effective than if they spent that time reading from a textbook. Conclusions The results of this study suggest in-person and virtual teaching sessions involving instructor guidance either through drawing or lecture lead to enhanced retention, clinical knowledge and student satisfaction when compared to textbook reading.

Effects of felder-silverman’s learning styles on students’ achievement in secondary school Physics in Bassa local government area, Plateau state, Nigeria

Purpose: The study determined the achievement of students in physics when exposed to Felder-Silverman’s learning styles, amongst others. Methodology: The separate-sample pre-test, post-test quasi-experimental research design was adopted. The population was 419 senior secondary two (SSII) students offering physics in 31 schools in Bassa Local Government Area, Nigeria. A sample of 88 students obtained from four intact classes were used. The instruments used were the Index of Learning Style Questionnaire (ILSQ) and Physics Achievement Test (PAT). Construct validity and content validity were respectively performed on the ILSQ and PAT. The test-retest method was used to obtain the reliability coefficient of ILSQ as 0.86. Kuder-Richardson formula 20 was used to obtain the coefficient of PAT as 0.81. ILSQ was administered, before PAT, as pre-test so as to place students into the learning styles. After teaching for four weeks, using the lecture method, PAT was administered as post-test. The mean and ANCOVA were respectively used to answer the research questions and hypotheses. Results: Visual/verbal and sensing/intuitive learners achieved higher than the active/reflective and sequential/global learners, amongst others. Findings: A major finding was that sensing/intuitive and visual/verbal learning styles had significant effect on students’ achievement but active/reflective and sequential/global learning styles had insignificant effect. Recommendations/Classroom Implications: Students should be encouraged to put their learning styles into use. When students are exposed to the different dimensions of learning styles, their achievement in Physics may be improved.

Practical Teaching Method and Performance of Colleges of Education ICT Students in Volta Region, Ghana

The study investigated the effects of demonstration teaching method on performance of Colleges of Education ICT students with different learning styles (active/reflective, sensing/intuitive, visual/verbal, and sequential/global) in Volta Region. Quasi - experimental design was adopted, specifically the pre-test, post-test non-equivalent control group design was used. Sample size of 168 level 200 students drawn from two randomly sampled Colleges of Education in the Volta Region of Ghana was used. To direct the study, two research questions were formulated, and two null hypotheses. Frequency count, mean and standard deviation were used to answer questions from the study while analysis of covariance (ANCOVA) was used to test the hypotheses. The researcher adopted Two instruments tagged ICT Performance Test (ICTPT) and Index of Learning Styles Questionnaire (ILSQ) from Felder and Solomon (2004) to collect data. The instruments used were both subjected to face and content validity. The reliability co-efficient of test-retest was computed using Pearson Product Moment Correlation coefficient. The result of this was a reliability co - efficient of 0.84 for CPT. The ILSQ was used for the identification of students’ learning styles. The internal consistency for each of the learning styles were determined with Cronbach Alpha the result of which a reliability index of 0.88 for active/reflective, 0.82 for sensing/intuitive, 0.85 for visual/verbal, and 0.79 for sequential/global learning styles. The findings revealed that there was no significant difference in the mean scores of students taught ICT using practical method. A significant difference was however found to exist in the academic performance of ICT Major students with different learning styles using demonstration and lecture, method. Based on the research findings, it is recommended that ICT teachers identify students' learning styles and use teaching strategies that support them, among others.

An empirical investigation on learning and teaching lean manufacturing

PurposeThis article identifies the association between two methods for teaching lean manufacturing (LM): problem-based learning (PBL) and classroom lectures, and students' learning styles of a postgraduate course.Design/methodology/approachData were collected from graduate students LM courses that present different teaching approaches. Thus, students' learning preferences were gathered through the application of the Index of Learning Style questionnaire, and their performance assessed after each course.FindingsResults indicate that learning styles are indeed associated with LM teaching approaches, and comprehending interaction effects between learning style dimensions is essential for properly adapting the teaching method. However, these interactions have different extensions.Originality/valueAlthough teaching LM has significantly evolved over the past decades, the single application of traditional teaching methods jeopardizes learning effectiveness of graduate students because of the practical nature of LM. This study provides evidence to better understand the effect of complementary teaching methods and their relationship with students' preferences, empirically examining that there is not one best approach for understanding LM.

What type of learner are your students? Preferred learning styles of undergraduate gross anatomy students according to the index of learning styles questionnaire.

Students learn and process information in many different ways. Learning styles are useful as they allow instructors to learn more about students, as well as aid in the development and application of useful teaching approaches and techniques. At the undergraduate level there is a noticeable lack of research on learning style preferences of students enrolled in gross anatomy courses. The Index of Learning Styles (ILS) questionnaire was administered to students enrolled in a large enrollment undergraduate gross anatomy course with laboratory to determine their preferred learning styles. The predominant preferred learning styles of the students (n = 505) enrolled in the gross anatomy course were active (54.9%), sensing (85.1%), visual (81.2%), and sequential (74.4%). Preferred learning styles profiles of particular majors enrolled in the course were also constructed; analyses showed minor variation in the active/reflective dimension. An understanding of students' preferred learning styles can guide course design but it should not be implemented in isolation. It can be strengthened (or weakened) by concurrent use of other tools (e.g., flipped classroom course design). Based on the preferred learning styles of the majority of undergraduate students in this particular gross anatomy course, course activities can be hands on (i.e., active), grounded in concrete information (i.e., sensing), utilize visual representation such as images, figures, models, etc. (i.e., visual), and move in small incremental steps that build on each topic (i.e., sequential). Anat Sci Educ 11: 358-365. © 2017 American Association of Anatomists.

Metodologias de ensino e os estilos de aprendizagem na graduação em farmácia: um estudo piloto

The present study aims to identify the learning styles and preferences of Pharmacy undergraduate students at the Federal University of Sergipe who were submitted to the active and traditional methodologies, as well as to evaluate the applicability of the Index of Learning Styles Questionnaire (ILS). Descriptive, exploratory cross-sectional study with 38 students performed in June 2015. The ILS has 44 questions with four dimensions that represents the stages of learning: Perception (sensory or intuitive); Input (visual or verbal); Processing (active or reflective); Understanding (sequential or global). The present study showed that there was no significant difference between the learning styles of students submitted to different teaching methodologies; in general, there was a predominance of sensory perception 30 (78.9%), visual input 25 (65.7%), active processing 23 (60.5%) and sequential understanding 28 (73.7%). The application time, extension and clarity of the items were used as evaluation criteria when regarding the applicability of the questionnaire. In the meantime, 23 (60%) of the students indicated that the ILS was extensive, which also had an impact in the response time (mean 35 minutes). However, it was considered understandable by 100% of the participants.

First year medical students\u2019 learning style preferences and their correlation with performance in different subjects within the medical course

BackgroundStudents commencing their medical training arrive with different educational backgrounds and a diverse range of learning experiences. Consequently, students would have developed preferred approaches to acquiring and processing information or learning style preferences. Understanding first-year students’ learning style preferences is important to success in learning. However, little is understood about how learning styles impact learning and performance across different subjects within the medical curriculum. Greater understanding of the relationship between students’ learning style preferences and academic performance in specific medical subjects would be valuable.MethodsThis cross-sectional study examined the learning style preferences of first-year medical students and how they differ across gender. This research also analyzed the effect of learning styles on academic performance across different subjects within a medical education program in a Central Asian university. A total of 52 students (57.7% females) from two batches of first-year medical school completed the Index of Learning Styles Questionnaire, which measures four dimensions of learning styles: sensing-intuitive; visual-verbal; active-reflective; sequential-global.ResultsFirst-year medical students reported preferences for visual (80.8%) and sequential (60.5%) learning styles, suggesting that these students preferred to learn through demonstrations and diagrams and in a linear and sequential way. Our results indicate that male medical students have higher preference for visual learning style over verbal, while females seemed to have a higher preference for sequential learning style over global. Significant associations were found between sensing-intuitive learning styles and performance in Genetics [β = −0.46, B = −0.44, p < 0.01] and Anatomy [β = −0.41, B = −0.61, p < 0.05] and between sequential-global styles and performance in Genetics [β = 0.36, B = 0.43, p < 0.05]. More specifically, sensing learners were more likely to perform better than intuitive learners in the two subjects and global learners were more likely to perform better than sequential learners in Genetics.ConclusionThis knowledge will be helpful to individual students to improve their performance in these subjects by adopting new sensing learning techniques. Instructors can also benefit by modifying and adapting more appropriate teaching approaches in these subjects. Future studies to validate this observation will be valuable.

Relationship between Gender, Subject Preference and Learning Styles

Understanding the learning styles of the students is very crucial in implementing student-centered learning (SCL). The objectives of this research are to describe: 1) the general learning styles profile of the students of English Education Department Universitas Muria Kudus; 2) the dependency relationship between learning styles dimensions and gender, and 3) the dependency relationship between subject preference and learning styles dimensions. This research uses 208 students from different semesters as the samples, while the instrument is the Indonesian translation of Solomon-Felder Index of Learning Styles Questionnaire. The result of the analysis reveals that: 1) the general learning style profile of the students is balanced; 2) at ? .05, there is no significant relationship between the probability of the students of having certain learning styles dimensions and gender; 3) at ? .05, the subject preference of the students who are SensingIntuitive and Visual Verbal depends on their learning styles dimensions, while that of those who are Active Reflective and Sequential Global does not.

Learning Styles and Learning Self-Efficacy of Nursing Students at the Royal Thai Navy College of Nursing, Naval Medical Department

The study was a descriptive research aiming at studying the learning styles and self-efficacy of 177 nursing students studying in the first year to the fourth year in the academic year 2012 at the Royal Thai Navy College of Nursing, Naval Medical Department. The variables in the study were experimental variables which were level of current study, hometown, willingness to enroll and learning achievement, and dependent variables which were 1) learning styles and 2) self-efficacy. The research tool used in the study was personal information questionnaire, Felder and Solomon's Index of Learning Styles Questionnaire, and self-efficacy measurement model. The data were then analyzed using One-way ANOVA and Chi-Square. The results were as follows: 1) Most of the nursing students were sensing learners in perception dimension (89.8 percent) whilethe rest of them were intuitive learners (10.2 per cent), and their self-efficacy was quite high (X = 3.49, S.D. = .38), 2).Year of current study was found significantly associated with self-efficacy at .05 level, 3) There was no significant association in learning styles and self-efficacy among students withdifferent background, consisting of hometown, willingness to enroll and learning achievement.

Learning Style Dimensions and Professional Characteristics of Academic Librarians

Do librarians with different characteristics, such as type of work responsibilities or age, have different learning styles? The authors analyzed results from over 1,500 responses to a version of the Index of Learning Styles (ILS) questionnaire based on the Felder-Silverman Learning Styles model. This model consists of eight dimensions paired on four scales: Active/Reflective; Sensing/Intuitive; Visual/Verbal; and Sequential/Global. In addition to their scores on the ILS questionnaire, respondents were also asked about demographic and professional characteristics. Statistically significant differences in learning style scores were found to exist between librarians with different types of position responsibilities. In particular, for three out of four scales, catalogers have statistically different learning styles than other librarian groups. Recognition of different learning styles and thoughtful integration of appropriate teaching styles may improve workplace interpersonal communication, enhance professional development and staff training, and strengthen teaching.

İnternet Üzerinden Yabancı Dil Öğretiminde Bayes Öğrenci Modellemesi Yaklaşımının Akademik Başarıya Etkisi (Üniversite İngilizce Hazırlık Örneği)

AbstractConsidering the increasing importance of adaptive approaches in CALL systems, this study implemented a machine learning based student modeling middleware with Bayesian networks. The profiling approach of the student modeling system is based on Felder and Silverman's Learning Styles Model and Felder and Soloman's Index of Learning Styles Questionnaire. The questionnaire was adapted to Turkish for this experimental study conducted with respect to the visual/verbal and active/reflective dimensions of the model. A topic in EFL was chosen for the learning content design, which was also carried into the digital domain and remastered as separate learning scenes for different learning styles. Computer software was also implemented to carry out the experimental learning processes. A quasi-experimental pre-test, post-test design was conducted with 46 volunteers, with 23 students assigned each to a control and an experimental group to compare academic achievement between student-based learning and conventional computer-based learning. No significant difference was found in academic achievement between the control and experimental groups after the experimental treatment. The diagnostic performance of the proposed student modeling system was also compared with performances from similar studies. This student modeling system had a successful prediction rate of 41% on the visual/verbal dimension and 54% on the active/reflective dimension, respectively.Key WordsAcademic Achievement, Bayesian Networks, Computer Aided Language Learning, Felder and Silverman's Learning Styles Model, Student Modeling.The development of advanced communication techniques and widespread use of the Internet makes knowledge acquisition without geographic limitations much easier. These changes have triggered the transformation of student needs, following the path from traditional synchronous education to semi-synchronous and blended e-learning environments that are mostly realized by the clicks of a common mouse on a common software browser. While the teacher's role shifts from solely unidirectional teaching to facilitating the use of learning materials, the student's role also shifts from passive learning to taking responsibility for the learning process and continuous selfassessment. As a result, during e-learning, the student usually becomes the decision maker. There are, of course, pros and cons of having such individual responsibility. The positive and negative effects of e-learning on online students have been studied in detail by Cantoni, Cellario, and Porta (2004). One of the most important negative effects of e-learning is the student's solitude during learning sessions because of limited interaction. In such cases, student dropouts become a common reason for failure when the learning environment does not meet their expectations (Katz, 2002; Levy, 2007), while student-centered learning environments can enhance students' motivation by using intelligent computer systems.Even when students and teachers synchronously collaborate for a common purpose, they usually exist in different psychological, environmental, and geographical conditions. When the student's self-control is in question, it is crucial that the interaction between the student and the learning system must be maintained at a high level. The variety of quite different, individual methods used by students during their learning must not be overlooked when interaction is what matters (Baldwin & Sabry, 2003).It would not be surprising to think that the underlying component of an e-learning system is more or less sophisticated computer software designed to work with specific hardware requirements. It would then not be surprising that the processing superiority of computers over human beings lies at the heart of student-centered learning in the form of customized service possibilities. There are many customization and personalization systems installed in end-user computer software solutions nowadays. …

Effects of an online learning community on active and reflective learners’ learning performance and attitudes in a face-to-face undergraduate course

The purpose of this study was to examine the effects of an Online Learning Community (OLC) on active and reflective learners’ learning performance and attitude in a face-to-face undergraduate digital design course. 814 freshmen in an introductory digital design course were randomly assigned to one of two treatments: one offered students an OLC, which required students to discuss their assignments and readings online and participate in certain online learning activities; the other one did not offer the OLC (NC: no online learning community), but required involving students in face-to-face discussion. Individual students’ learning styles were measured using Felder and Solomon’s Index of Learning Styles Questionnaire. Results indicated that both active and reflective learners in the OLC intervention performed significantly better than those who were in the NC intervention. Results also indicated that active learners performed significantly better than reflective learners in the NC intervention; however, reflective learners performed significantly better than active learners in the OLC intervention. No significant difference between active and reflective learners’ attitudes was found. These findings indicated that OLC might be an effective means for improving both active and reflective learners’ learning performance and attitudes; however, its effects on active learners might not be as great as on reflective learners.

Thinking styles: teaching and learning styles in graduate education students

This study investigated the relationship between two intellectual styles approaches: Sternberg’s thinking styles of teachers and Felder and Silverman’s learning styles. Ninety‐five graduate students majoring in special education, reading, educational leadership and curriculum, and elementary education completed the Thinking Styles in Teaching Inventory (TSTI) and the Index of Learning Styles Questionnaire (ILS). Several thinking styles from Sternberg’s theory of self‐government were highly to moderately correlated with Felder’s learning styles. The TSTI did not differentiate between master’s and doctoral students, but the ILS did so. Participants differed in their thinking styles in teaching and in their learning styles, based on their educational major.

Effective Patient Communication

Effective Patient Communication