Learning Style Groups Research Articles

INSIGHTS INTO LEARNING STYLES PREFERENCE OF ENGINEERING UNDERGRADUATES: IMPLICATIONS FOR TEACHING AND LEARNING

Background and Purpose: Education at higher institutions prepares graduates for the real world. To develop and maintain quality, the focus must not only be on what institutions can offer but also on the learning needs and styles of learners. Despite many studies on engineering learners’ learning styles, limited research has been conducted to compare the learning styles of Engineering and Engineering Education learners. This study was conducted to ascertain the learning style preferences of first-year undergraduates from both groups in a science and technology-driven university in Malaysia.
 
 Methodology: This descriptive study consisted of 40 Engineering and 40 Engineering Education learners who attended an English language course at the university. Perceptual Learning Style Preference Questionnaire was adopted as the survey instrument. The data were analysed using self-scoring sheet and Statistical Package for the Social Sciences.
 
 Findings: While both groups chose Kinaesthetic as a major learning style preference, the Engineering Education learners also chose Group, Tactile, and Auditory learning styles as their other major preferences. Both groups chose Visual and Individual as their minor preferences.
 
 Contributions: The findings extend research demonstrating the significant role of specific disciplines in Engineering to determine the learning style preferences of learners. The findings also provide useful insights that suggest implications for practice and policy.
 
 Keywords: Engineering, engineering education, English language, learning styles, teaching and learning.
 
 Cite as: Ismail, N. N. A., Abdullah, T., & Abdul Raof, A. H. (2022). Insights into learning styles preference of engineering undergraduates: Implications for teaching and learning. Journal of Nusantara Studies, 7(1) 390-409. http://dx.doi.org/10.24200/jonus.vol7iss1pp390-409

Turkish intermediate EFL learners' perceptual learning style preferences and willingness to communicate across gender

In the educational setting, learning style plays an important role since individuals are unlike in terms of their learning styles. As the area of modern language, teaching and learning has evolved over the last several decades. The instructors and students have seen a number of significant shifts in language teaching, learning techniques and approaches. The late 1970s saw the emergence of perceptual learning style theory in educational discourse. This research included one hundred English as a Foreign Language (EFL) students who were studying English at a public university in Turkey. The current research examined the link between learners' perceptual learning style and readiness to communicate, as well as the influence of gender on these relationships. After obtaining agreement from the participants, two questionnaires were sent to the students. Having ascertained the assumptions of normality of data, the researchers used Pearson correlation coefficient and Independent sample t-test as a parametric test for relationship and difference analysis. The results of the analysis revealed a positive and significant correlation between the participants' visual learning style, group learning style and kinesthetic learning style preferences and their willingness to communicate. Moreover, it was revealed that there was not any significant relationship between tactile learning style, auditory learning style and individual learning style preferences of participants and their willingness to communicate. Moreover, it was found that, gender does not make any significant difference on perceptual learning style preference of learners and their willingness to communicate.

Investigating the relationship between multiple intelligences and perceptual learning styles of turkish ELT students

This paper outlines an attempt to research the relationship between the multiple intelligence levels and the learning styles of Turkish English Language Teaching (ELT) students at a state university in Turkey. In this present study, 143 students took part at different grades. Data were collected by two different instruments, one of which was a "Perceptual Learning Style Preference Questionnaire" and the second one was "Multiple Intelligence Domains Evaluation Scale". The results of the data analyses revealed that the visual-spatial intelligence and visual learning style were the most dominant types of intelligence and learning styles. Furthermore, a statistically significant correlation was observed between the group learning style and linguistic, visual-spatial, interpersonal and intrapersonal intelligence. Correspondingly, it is believed that those findings will pave the ground to reconsider some critical points regarding the gap in the relevant literature since no related and similar study to identify the perceptual learning styles and the multiple intelligence levels of Turkish ELT students have been found in the Turkish context.

The Effect of Contextual Factor on Learning Styles Preferences of English Majors in Lao Public Universities

<em>This research is a quantitative correlational design, which investigates the English learning styles preferences of English major in Laotian public universities in Lao PDR and tests the effect of contextual factors on the participants’ learning styles preferences. The sample of this research involved 542 university-level students who major in English at a bachelor-degree program in four public universities in Lao PDR. The instrument of the study was Reid’s (1987) Perceptual Learning Style Preference Questionnaire (PLSPQ), which includes six different learning styles (Audio, Visual, Kinesthetic, Tactile, Individual, and Group learning styles). Participants were invited to rate their learning style preference towards the scale. The analysis was conducted based on</em> <em>Reid’s (1995) guide of categorizing preference levels, such as Major, Minor Learning Style Preference, and Negligible. The results indicated that the participants had three major preferences towards Kinesthetic learning (M=41.20), Audio learning (M=39.18), and Tactile learning styles (M=38.14), respectively. The study also found that there are significant differences in English learning styles preferences among students from different institutional contexts. Further research on testing the effect of contextual factors on learners’ learning choice is strongly recommended.</em>

Learning Styles of Saudi ESP Students

Explorations in learning styles have proved the significance of the ways students approach, assimilate, and process information. Students’ perceptions and their organization influence the quality of language learning and guide them towards autonomy, too. This study attempts to identify the preferred perceptual learning styles of 86 Saudi English for Specific Purposes (ESP) female students in the Preparatory Year Deanship, Prince Sattam bin Abdul Aziz University, Saudi Arabia. To accomplish this aim, a Perceptual Learning Style Preference Questionnaire (PLSPQ) developed by Joy Reid (1987) was used. The results showed that the participants’ major learning styles were Kinesthetic, Group, Auditory, Visual, and Tactile, whereas their minor style was Individual. The analysis of the data also revealed that the most preferred learning style was the Kinesthetic learning style (18.64%, M=4.42), and the least preferred one was the Individual learning style (14.30%, M=3.39). The second to fifth place belonged to Group (17.19%, M=4.07), Auditory (16.81%, M=3.98), Visual (16.55%, M=3.92) and Tactile (16.52%, M=3.91) learning styles. The findings have implications for teachers, syllabus designers, and researchers to take into consideration students’ preferred learning styles for language learning while teaching, changes in the learning environment, and material adaptation.

STUDENTS’ PERCEPTUAL ENGLISH LEARNING STYLE; MAJOR AND MINOR PREFERENCES IN HIGHER EDUCATION

Every students have different ways in collecting, processing, and understanding information. Those refers to the preferences of students in learning or known as learning styles. Therefore, this study aimed to identify and recognize the students’ major and minor perceptual learning style preferences in English Education Department at Universitas Sulawesi Barat. This research was used quantitative approach by using survey design. This research was conducted in English Education Department at Universitas Sulawesi Barat with 79 respondents or college students who were selected by Saturated sampling. The data of this research were collected by using Reid’s (1987) Perceptual Learning Style Preferences Questionnaire (PLSPQ). The data were analysed with self-scoring based on Reid (1978) and descriptive statistic by using SPSS Software Statistic Version 20. The findings of the research shows the averages of the learning style of college students in English Education Department at Universitas Sulawesi Barat the year 2019 was categorized as none major perceptual learning styles preference. On the other hand, they were categorized as minor perceptual learning styles preference, in which kinaesthetic learning style had highest mean with (37.84) than another learning style, and followed by group learning style with mean (37.67), tactile with mean (36.91), auditory with mean (36.55), visual with mean (35.87), and individual learning style with mean (34.73). Even though they were categorized as minor perceptual learning styles preference, but the students still be able to learn better by their high minor condition.

The Effect of using Group Investigation Methods, Inquiry and Learning Style on Learning Outcomes

This study aims to distinguish 2 learning methods, namely investigative learning methods that will be compared with inquiry learning methods. Both methods apply a learning model that prioritizes groups and makes discoveries. The results of hypothesis testing concluded that the group learning method has higher learning outcomes than the inquiry learning method, while students who have different learning outcomes are dominated by students who have kinesthetic, then visual and auditory learning styles. The third conclusion is obtained that the learning methods and learning styles have a positive interaction on the achievement of student learning outcomes.

Learning style and achievement in English of secondary school students: the relationship with demographic variables

proficiency is crucial. In South African schools, many students who study through medium of English have underdeveloped linguistic skills. Their English proficiency may improve if they are taught in consideration of their learning styles. Therefore, the main research problem of this study was: How can the teaching of English at school be enhanced in consideration of student learning style and classroom diversity? To address this question, the study investigated academic achievement in English and learning style, and their relationship with demographic variables; the differences in the learning styles of the top and the low achievers in English; and how the top-achieving students learned English in different contexts. The sample comprised 240 students enrolled at an independent school in the North-West Province of South Africa. The study implemented a mixed method research design by means of a structured questionnaire, followed by interviews with ten of the top-achieving students selected to ensure maximum diversity. The results indicated significant differences in the achievements in English and the learning styles of different student groups. The qualitative phase of the research shed light on the learning styles of the top performers in English in different contexts and sub-fields of English. Recommendations were made on how the teachers can take students’ learning styles and classroom diversity into consideration in their classroom teaching in the quest to improve academic achievement in English.

The Effects of Computer-assisted L1 and L2 Textual and Audio Glosses on Vocabulary Learning and Reading Comprehension across Different Learning Styles

The current study investigated the effects of computer-assisted L1 and L2 textual and audio glosses on vocabulary learning and reading comprehension across various learning styles. Based on the PET test, 30 homogeneous Iranian EFL learners took the VARK questionnaire and were divided into five learning style groups. Twenty-eight words were selected to be glossed in four reading passages. The selected passages, which were glossed in the four different forms of L1 and L2 audio and L1 and L2 textual by creating hyperlinks on the target words, were presented to the participants through a computer screen. All groups underwent all the treatment conditions and then took posttests. Three-way ANOVAs were run to investigate the effects of learning styles, modes, and language, and their two-way and three-way interactions on the performance of EFL learners on the vocabulary and reading comprehension posttests. While no significant differences between language and mode of glosses on the reading comprehension posttest scores were observed, it was revealed that L1 glosses were more beneficial than L2 glosses for vocabulary learning. The study also showed that the textual glosses were more effective than audio glosses for vocabulary learning. The results further displayed significant differences between learning styles on the vocabulary learning and reading comprehension posttest scores.

The Effect of Group Investigation Model and Learning Style on Students’ Writing of Descriptive Text

This research objectives are to analyze the students cooperative learning group Investigation model and three-phase technique; To analyze the visual students and auditory students; To analyze the interaction between group investigation model and students learning styles. This is a true-experimental research. The sample selection was done by random class technique as much as two classes, where the first class was taught by group investigation model and second class with three-phase technique. The instruments used are validated conceptual test and questionnaires. The data in this research were analyzed using two-way ANOVA. The results showed that the students using cooperative learning group investigation model was better than three-phase technique. Visual students shows better results than auditory students. There is an interaction between group Investigation model and students learning styles. This interaction shows visual students is dominant in group investigation model.

Relationship between Iranian EFL Learners’ Learning Styles and Their Performance on Reading Journalistic Texts: A Gender Perspective

This paper examined the relationship between upper intermediate female and male EFL learners’ learning styles and their performances on reading journalistic texts. Moreover, the study checked whether the gender of the participants has any impact on their performances on reading journalistic text styles. To this end, 30 female and 30 male homogeneous participants aged 22 to 45 years old, were selected based on their performance on Oxford Placement Test (OPT). To identify the participants’ learning styles, a questionnaire was distributed among the participants. The participants also sat for a test of reading journalistic texts designed by the researchers. The results indicated that learning style as a composite variable could predict the female learners’ reading of journalistic materials, and that group learning style was significantly correlated with reading journalistic texts. The data analysis, furthermore, revealed that learning style could not significantly predict male EFL learner’s performance on journalistic reading texts. Moreover, the differences between the learning styles of male and females EFL learners could not bring about significant changes in their reading journalistic texts. The results have some implications for EFL teachers and students, material developers, and curriculum designers.

THE EFFECT OF MOBILE LEARNING AND LEARNING STYLES ON STUDENTS’ SCIENTIFIC LITERACY IN SALT HYDROLYSIS CONCEPT

This study aimed to determine the effect of mobile learning and learning style on students’ scientific literacy in the salt hydrolysis concept. This research was conducted at Senior High School 42 Jakarta with a sample of 56 students consisting of 28 students with visual learning style and 28 students with auditory learning style. The sample in the study was randomly selected. The research method used was experimental with 2x2 design level treatment and analyzed by Two-Way ANOVA. The results showed that there were differences in scientific literacy between groups of students who used mobile and traditional learning (without considering learning styles) and groups of students who used a combination of consideration of learning styles and mobile learning. The use of mobile learning has a positive effect on scientific literacy outcomes when applied to group visual learning styles. Whereas, in the audio learning style group, the use of mobile learning media provided lower scientific literacy results compared to traditional learning media.

Identification of the relationship between nursing students’ kolb learning styles and problem-solving skills

Introduction: In order to maintain nursing care in the most effective and quality way in There lationship between patient and nurse and nurses to manage this dynamic process, problem solving skills must be developed. Individuals in the learning environment are people who are independent from each other and have different characteristics and share the same environment. Objectives: To determine the learning styles of individuals and to manage the education process. Method: This study was planned to determine There lationship between the learning styles and problem solving skills of the students who received nursing education. The universe of There search consisted of 130 students in İzmir Bakırçay University Faculty of Health Sciences Nursing Department. In the study, the data were collected between 1-29 February 2020. Results: It was determined that 26.9% of the students participating in the study were male and 73.1% were female. It was observed that 33.8% of the students had learning style that parses, 22.3% changes, 28.5% assimilates and 15.4% places. It was determined that the problem solving skills of the students were moderate according to the score they received from the problem solving inventory (X = 82,09). There was a significant relationship between participants' general problem solving approach levels and Kolb learning style groups (p = 0.04). Conclusion: It is thought that the education given to students' learning styles will support their problem solving skills and the success rate will increase.

Kolb's Learning Style Inventory 4.0 and its association with traditional and problem based learning teaching methodologies in medical students.

Objectives:To assess learning styles and the association of various teaching methodologies of medical students.Methods:A cross-sectional study was carried out amongst 523 medical students of Baqai Medical College, Baqai Medical University, Karachi, from July 2019 to October 2019. All students from first to final year, who attended the undergraduate MBBS program were included. The study instrument was a questionnaire containing students’ demographic details, David Kolb’s Learning Style Inventory 4.0 and traditional and PBL teaching methodologies were asked. The association of various learning styles and preferred teaching methodologies with year of study was also assessed by using Pearson’s chi-square test.Results:Out of 523 students, 518 returned the completed questionnaire. A majority of the students had either imagining or experiencing learning style. No change in learning style was observed between years of study. A significant association between the teaching methodologies and year of study was found in the imagining (p=0.033) and experiencing (p=0.044) learning style groups.Conclusion:Students from different years of study at medical school did not have significantly different learning styles though the student’s preferences to teaching methodologies seem to change over time in the respective learning style groups. Longitudinal studies are necessary to identify the factors influencing such change and explore the association between learning styles over time on teaching methodologies in medical education.

العلاقة بین کثافة المثیرات المنخفضة بالمحتوى الالکترونی القائم على المعلومات الرسومیة والأسلوب المعرفی على تنمیة التحصیل بمهارات إنتاج مصادر التعلم الرقمیة لدى طلاب کلیة التربیة

هدف البحث الحالي إلى تنمية مهارات إنتاج مصادر التعلم الرقمية لدى طلاب کلية التربية من خلال التعرف على العلاقة بين مستوى کثافة المثيرات البصرية المنخفضة بالمحتوى الالکتروني والأسلوب المعرفي على تنمية مهارات إنتاج مصادر التعلم الرقمية، وقد اتبع البحث المنهج شبه التجريبي لمناسبة طبيعة البحث وتمثلت أدوات القياس في الاختبار التحصيلي، وتم تطبيق هذا البحث في الفصل الدراسي الأول للعام الجامعي 2018-2019م، وقد توصلت نتائج البحث إلى حدوث نمو واضح ودال في جانب التحصيل المرتبط بالجانب المعرفي بمهارات إنتاج مصادر التعلم الرقمية لدى طلاب المجموعة التجريبية الأولى ذوي نمط التعلم المعتمد ؛ وذلک نتيجة لکثافة المثيرات المنخفضة بالمحتوى الالکتروني القائم على المعلومات الرسومية، وحدث نمو واضح ودال في التحصيل بمهارات إنتاج مصادر التعلم الرقمية لدى طلاب المجموعة التجريبية الثانية ذوي نمط التعلم المستقل؛ وذلک نتيجة لکثافة المثيرات المنخفضة بالمحتوى الالکتروني القائم على المعلومات الرسومية، بالإضافة إلى حدوث نمو واضح ودال في التحصيل بمهارات إنتاج مصادر التعلم الرقمية لدى طلاب التجريبية الثانية (مجموعة نمط التعلم المستقل) أکثر من طلاب المجموعة التجريبية الأولى (مجموعة نمط التعلم المعتمد) ؛ وذلک نتيجة للتأثير الأساسي لاستخدام کثافة المثيرات المنخفضة بالمحتوى الالکتروني القائم على المعلومات الرسومية (المتغير المستقل). The aim of the current research is to develop the skills of producing digital learning resources among students of the College of Education through identifying the interaction between the level of low intensity of visual stimuli in E- content and the cognitive method on developing the skills of producing digital learning resources. The research followed the semi-experimental approach to suit the nature of the research. Achievement test, and this research was applied in the first semester of the academic year 2018-2019 AD, and the results of the research revealed a clear growth in the achievement aspect related to the cognitive aspect of the skills of producing digital learning resources among students of the first experimental group with an approved learning style. This is as a result of the low intensity of stimuli in electronic content based on graphic information, and there has been a clear and indicative growth in the attainment of the skills of producing digital learning resources among students of the second experimental group with an independent learning style. This is due to the low intensity of stimuli in electronic content based on graphic information, in addition to a clear growth event indicative of the achievement of digital learning resource production skills among students of the second experimental (the independent learning style group) more than the students of the first experimental group (the adopted learning style group); This is due to the main effect of using the low intensity of stimuli in electronic content based on graphic information (independent variable)..

The influence of learning styles on students’ mathematical critical thinking skills in solving trigonometric problems

The purpose of this study was to determine the effect of student learning styles on the ability to think critically mathematically in solving trigonometric problems. The target population for this ex post facto study is 27 students of class X MIPA at MAN 1 Sumedang school. The results showed that there was no influence of learning styles on students’ mathematical critical thinking abilities.in this study. There is no difference in the ability to think critically mathematically between students who have a visual learning style with auditory, visual with kinesthetic, and auditory with kinesthetic. This finding has implications for teachers. Teachers need to focus attentively on strategies that target students with visual, auditory, and kinesthetic learning styles. By gaining a better understanding of student learning style groups, it is possible that strategies, methods, approaches, and teaching techniques that can be used to assist in the development of mathematical critical thinking skills and other important abilities can be identified and improved.

Online and face-to-face composition in forming the professional competencies of technical teacher candidates with various learning style types

It is necessary to ensure that the combination of blended learning forms is suitable for the type of learning style. Experiments conducted with a 3 × 4 design, online-face-to-face composition (25–75, 50–50, 75–25) implemented into four groups of learning style types (Diverger, Assimilator, Converger, Accommodator). We took a total of seven participants randomly and placed them in each group. The data collected was analyzed by 2-Way Anova, Sig .05. Both the variety of compositions and the types of learning styles differed significantly in their competence. Based on the test of the average difference in the type of learning style group, some are not considerably different, but providing essential instructions to be considered in choosing the form of blended learning in the student group based on the type of learning style.

THE INFLUENCE OF STUDENTS’ LEARNING STYLE TOWARDS STUDENTS’ MATHEMATICS KNOWLEDGE

The purpose of the research was to determine how far the influence of the ability of students’ mathematical understanding learning style. The subjects in this study were 140 11th grade students of SMK Bina Am-Mak'mur Tangerang Regency Year 2019/2020 which was classified into three learning style groups, which was visual learning style consisting of 32 students, auditorial consisting of 23 students, and kinesthetic consisting of 85 students. The method in this study was ex post facto to know clearly the data on students’ ability of mathematical understanding learning style. The data were taken and processed using the normality test and homogeneity test with Anava One Way, to determine the influence of students ' learning style more clearly. After the test, it can be concluded that the average value of the results of the mathematical understanding of students with visual learning style was better than the average value of the results of the mathematical understanding of students with auditory and kinesthetic learning styles.

Gaya Belajar Mahasiswa Pendidikan Matematika Universitas Flores dalam Pemahaman Konsep Fungsi

The purpose of this research is to find out the dominant learning style of students of Department of Mathematic Education University of Flores in understanding the function concept and also to find out the correlation between gender and learning style. Furthermore, to determine the effect of learning styles on the learning outcomes of function materials. This type of research is qualitative and quantitative research. The results of this research is the majority of students of of Department of Mathematic Education University of Flores have Social group learning styles with 43.21%. On the other hand, the majority of mathematics education students are women, but this does not affect the choice of learning styles. In this study, learning styles affect student learning outcomes on the understanding of the functions concept with an F count is 16.978 greater than F table = 3.96.
 Keyword: Learning style, Function, Gender, Learning outcome

Does flipped learning affect language skills and learning styles differently?

In recent years, educators have started to use innovative pedagogies in response to the changing trends of language learning towards developing great proficiency, as the conventional approaches could no longer improve proficiency due to the interactive nature of language skills. Therefore, it is believed that the Flipped Learning (FL) approach, as one of these new pedagogies, can be appropriately used to enhance language skills due to its hybrid nature. On the other hand, the existing literature on the efficacy of the FL approach has mostly ignored psychological factors like motivation, personality traits, and learning styles. Thus, the current study aimed to see which learning styles fitted better in the FL approach. Further, it intended to explore which language skill and in which learning style the amount of improvement could be significant. Forty Iranian EFL learners took the PET pre-test and were divided into their preferred learning styles. Then, they underwent the FL approach for a semester. The results of the paired samples T-Test indicated a significant positive improvement in the students’ performance in the post-test (t (39) = −7.698, p = .000). The results of the One-way ANOVA showed that there were significant differences among learning style groups in favor of the visual style, (F (4, 35) = 2.299, p = .034), and Mixed ANOVA results indicated that the most significant difference among skills was found between speaking and writing skills, (F (3, 105) = 8.018, p = .000).