Learning Styles Of Students Research Articles

Assessment of Preferred Learning Styles of Medical Students at Wah Medical College Using VARK Questionnaire

Objective: To assess the distribution of different learning styles and modalities among medical students and to identify any underlying association of socio-demographic characteristics of students with their preferred learning styles. Study design and setting: This is a cross-sectional survey which was conducted among medical students of Wah Medical College, Wah Cantt, for a duration of three months i.e. May 15th, 2023 to August 15th, 2023. Methodology: 271 students meeting the inclusion criteria were selected using the convenience sampling technique. Our data collection instrument was a questionnaire which consisted of two portions. The first portion was about the sociodemographic profile of the participants and the second portion consisted of the VARK questionnaire. Data was analysed using SPSS (version 23). The chi-square test was applied to determine the associations. A p-value less than 0.05 was considered significant. Results: A total of 271 students submitted the questionnaire with a mean age of 20 ± 1.7 years. The majority were female (62.4%). Kinesthetic learning was opted by 60.5% of students while quad-modal, tri-modal and bi-modal learning was opted by 35.1%, 33.2% and 31.7% of students respectively. The difference in learning styles used by students of varied clinical exposure was established (p=0.01). Conclusion: The most preferred learning style was kinesthetic and the majority of the students used quad-modal learning. It is also concluded that there is a difference in learning styles used by students in the pre-clinical and clinical years of medical education.

Learning styles and gamification in English classes at higher education

Student learning styles and gamification benefit academic performance. This case study aimed to identify the language learning experiences of students with different learning styles in a gamified learning class. Nine participants between 19 and 32 years old were interviewed in an English II semi-school course at the Faculty of Administration of a higher education institution in central Mexico. The results indicated a high preference for the visual and dependent styles, positive perceptions towards gamification, a change of attitude towards learning English, and improvement in vocabulary, listening comprehension, and pronunciation. It is concluded that gamification and students' learning styles increase their inclination to learn English.

Procrastinação acadêmica, comportamento intensivo e estilos de aprendizagem de alunos da 7ª série da Pacita Complex National High School Filipinas

Academic procrastination is a common challenge. High school is a critical period where students are introduced to more complex and demanding academic tasks. The transition from middle school to high school may bring about increased academic pressure, and students may struggle to manage their time effectively (Belmonte, 2019). Cramming behavior, often a direct consequence of procrastination, is a phenomenon that has become ingrained in academic culture, their efficacy in promoting long-term retention and understanding in the long run (Chew, 2021). People have diverse learning styles, and understanding these styles can enhance the effectiveness of education and training. One popular framework categorizes learners into four models which include the VARK model (Visual, Auditory, Reading/Writing, Kinesthetic), which adds a dimension for those who prefer reading and writing as their primary mode of learning. The goal of this study was to explore academic procrastination, cramming behavior and learning style of Grade 7 students of Pacita Complex National High School , to probe the relationship between academic procrastination and cramming behavior, academic procrastination and learning style, cramming behavior and learning and examined the predictive ability of academic procrastination and cramming behavior, taken singly or in combination, of respondents’ learning style of Grade 7 students of Pacita Complex National High School. The findings revealed that the over-all weighted mean of 2.39 revealed that the respondents do not procrastinate in terms of academics. On the other hand, an over-all weighted mean of 2.47. Furthermore, the study revealed that the respondents have “less manifested” cramming behavior. In addition, the learning style of the students was Kinesthetic with a total score of 670. Moreover, academic procrastination was not significant to cramming behavior with a p-values .128, .133 and .296 respectively, as well as academic procrastination and learning style was also not significant to learning style with a p-values of .894, .222, .336 and .670 respectively. Also, cramming behavior was not significant to learning style with of .733, .322 and .053 It implied that these predictors were not highly contributors to students learning style. This study is believed to be a beneficial reference to educators, school administrators and students.

Investigating the correlation between the learning styles of architectural students and their attraction toward biophilic learning spaces

Investigating the correlation between the learning styles of architectural students and their attraction toward biophilic learning spaces

Pengaruh Model Pembelajaran Creative Problem Solving, Teknologi Pendidikan, Dan Gaya Belajar Siswa Terhadap Kemampuan Berfikir Kritis Sebagai Implementasi Kurikulum Merdeka Mata Pelajaran IPAS SDN Karawang Tahun 2023/2024

This study aims to explore the effect of the Creative Problem Solving (CPS) learning model, educational technology, and student learning styles on critical thinking skills as an implementation of the Merdeka Curriculum in IPAS subjects at SDN Banyusari Karawang in 2023/2024. The research method used is a quantitative approach with descriptive and inferential statistical analysis. Data were collected through tests, questionnaires, and documentation from 264 students selected as research samples. Data analysis included description, prerequisite tests, and hypothesis testing using ANOVA and post hoc techniques. The results showed that the CPS learning model significantly improved students' critical thinking skills compared to the conventional learning model. The use of educational technology also contributes positively to the improvement of critical thinking skills, although the difference is not too striking. Kinesthetic learning style proved to be more effective in developing critical thinking skills compared to audio and video learning styles. ANOVA test indicated a significant effect of learning model and educational technology on critical thinking skills, while learning style showed a smaller effect. The conclusion of this study is that the application of the CPS learning model and the integration of educational technology in the Merdeka Curriculum can effectively improve students' critical thinking skills in IPAS subjects. Therefore, it is recommended for teachers to apply student-centered learning models and utilize educational technology to support the learning process.

Learning Style Preferences of BSEd- Math Major Students in Mathematics of Investment

Student learning styles should affect assessment and instruction. Adapting the idea that people process information differently should guide our teaching. Much research has focused on learning style variations. Many feel that certain learning styles are better for certain subjects or expertise. This research examines students' learning styles and academic performance in Mathematics of Investment. VAK learning styles preference model correlation with BSEd Math majors' academic achievement. All first-year Visayas State University Bachelor of Secondary Education majors in Mathematics were targeted. The non-random purposive sampling method selected 27 students as respondents. Data was acquired using descriptive-survey research and Cynthia Arem's Learning Style Preference Inventory questionnaire. The Chi-Square Test compared Students' arithmetic grades to their learning styles. Results show that learning style affects student academic performance. Education-style questionnaires can help educators structure learning events in ways that are more popular or familiar to students by revealing respondents' preferences or self- beliefs. Educators should not assume that such attempts would improve student learning except to motivate volunteer effort. Knowing students' preferred learning styles can help educators overcome their tendency to treat all pupils equally and inspire them to use others.

Pengembangan Media Pembelajaran Board Game “Ular Tangga” Pada Materi Trigonometri Kelas X SMA

Interesting learning media can make the learning atmosphere less boring and can improve learning outcomes. The aim of this research was to develop the learning media Snakes and Ladders, which is one of the most famous types of board games throughout the world, for high school (SMA) students as a learning tool that is expected to be valid, effective and practical to use in the learning process. learning Trigonometry material. This research method uses Research Development (R&D) with the ADDIE model which is built in 5 stages: Analyze, Design, Development, Implementation, Evaluate. The subjects of this research were 40 active class X students at SMAN 93 Jakarta. This snake and ladder was developed based on student learning styles. The "Snakes and Ladders" board game was declared a valid learning medium by material and media experts, with an extraordinary category of 94% and 86%. The research results show that the practicality index obtained is in the very good category (96%) and the significance result of the paired t-test is 0.000 (less than 0.005) supported by the average posttest value being higher than the pretest. Based on this development research, it can be concluded that the "Snake and Ladder" board game media developed is valid, practical and effective for the learning process as a learning tool, especially for high school students on Trigonometry material.

Analisis Gaya Belajar Siswa pada Mata Pelajaran Bahasa Indonesia Siswa Kelas IV SD N 1 Cempaga

This research examines "Analysis of Student Learning Styles in Class IV Indonesian Language Subjects at SD N 1 Cempaga". The aim of the research is to determine visual, auditory and kinesthetic learning styles, especially for class IV students in Indonesian Language subjects. This research used a qualitative method with the number of informants being 20 students. Data collection techniques are observation, interviews and documentation. The data analysis technique uses the Milles and Hubberman model, namely the technique of collecting data, reducing data, presenting data and drawing conclusions or reducing data. The results of the research found were that students' learning styles in the Indonesian language subject of class IV students at SD N 1 showed that there was a combination of VAK learning styles (Visual, Auditory and Kinesthetic). However, the tendency of each student is different, namely the learning style is a visual learning style with 50% or 10 students out of 20 students. Auditory learning style is 10% d or 2 students out of 20 students, and kinesthetic learning style is 40% or 8 students out of 20 students.

EXPLORING STUDENTS’ LEARNING STYLES AND MATHEMATICS PERFORMANCE AMONG LOWER SECONDARY SCHOOL STUDENTS

Based on the result in TIMSS Mathematics Achievement 2019 for student grade 8, it shows that mathematics performance has not yet achieved the desired position in the Malaysia Education Blueprint (2013-2025). Furthermore, the average mathematics score reported by PISA 2022 in Malaysia declined by 31 points compared to the achievement in PISA 2018. The impact from this result will affects the quality of education in Malaysia compared to other countries. Students' academic performance may be reflected to some extent based on their learning styles. As such, it becomes useful information to guide teacher’s instruction. Many studies have discussed on student learning styles; however, there are varying findings among different levels of learners. Therefore, this paper aims to investigate the learning styles and mathematics performance of lower secondary students (Form 1 and Form 2) in one of the schools in the Klang Valley by using cluster sampling. There were 147 respondents from Form 1 and Form 2 selected in this study. This study was conducted using a quantitative method; a set of VARK learning style questionnaire was distributed to the respondents, and mathematics performance results were taken from midterm test. The framework of the study adopted VARK learning style which has 30 items with seven dimensions that include visual, auditory, reading/writing, kinaesthetic, group and individual learning styles preference. The data analysed descriptive and inferential statistical techniques by using SPSS tool. The results revealed no significant difference in learning styles and mathematics performance between high and low mathematics achiever. However, upon examining each learning style individually, it was found that high mathematics achiever students exhibited significant difference in their learning styles. Furthermore, the study found there is no relationship between students' learning styles and mathematics performance across both high and low mathematics achiever groups.

Analysis of learning styles in first semester students at the UACyA UAN: an exploration based on the VARK Model

This article analyzes the predominant learning styles in first semester students at the UACyA UAN, which classifies the styles as visual, auditory, reader-writer and kinesthetic. This approach provides a solid foundation for understanding individual learning preferences. The objective is to analyze and understand the predominant styles through a statistical analysis of the results, examining preference patterns and their correlation with academic performance and adaptation to the university environment. Pedagogical implications are explored to design personalized educational interventions that fit the most common learning styles. The results highlight the diversity of learning styles, providing valuable information to improve content delivery and the educational experience. This approach based on the VARK model offers a comprehensive perspective on learning preferences, promoting a more inclusive and effective pedagogy in university education.

HUBUNGAN ANTARA GAYA PEMBELAJARAN DAN TEMPOH WAKTU FOKUS: IMPLIKASI TERHADAP PEMBELAJARAN BAHASA MELAYU SEBAGAI BAHASA ANTARABANGSA

Learning a new language can be a challenging experience for students. In today's world, being able to communicate successfully in Bahasa Melayu is becoming more crucial, particularly for foreign students interacting with local students. However, learning a new language requires time and effort, and students struggle to balance language learning with academic and personal commitments. In addition, there is a viewpoint that the implementation of classes for a long period of time can lower students' interest and attentiveness in class. This due to a long period of time which can cause students to become tired and bored, and this situation will also lead to a lack of understanding of the learning content which will have a negative impact on the students themselves. Therefore, this study aims to investigate the relationship between the focus time period and the learning style of international students in learning Malay language. This study is based on Dunn & Dunn's Theory (1992) and the ARCS Model (Keller, 1984). Data was collected through a questionnaire distributed to international students at Universiti Utara Malaysia (UUM). The questionnaire contains questions related to the duration of the student's focus during the Malay language learning session and learning style. The analysis of the study is using a quantitative approach, which is data collection using an online questionnaire instrument (Google form). In conclusion, an understanding of the focus period and learning style of international students can help educators and counselors in planning more effective teaching strategies that suit the individual needs of students. This also has important implications in designing a more inclusive and effective Malay language curriculum in the context of higher education in Malaysia.

MOTIVATION AND AFFECTIVE FACTORS TO LEARN ENGLISH AS SECOND LANGUAGE

This study explores the complex interplay between motivation and affective factors, emphasizing these components' critical role in the effectiveness of English as a second language (ESL) learning. Comprehending these processes enables educators to establish conducive situations that foster language acquisition. The study investigates the reasons behind ESL learners, ranging from authentic curiosity about the language and culture to pragmatic professional objectives. It examines how motivation interacts with attitudes, emotions, and anxiety levels during learning. To examine research on affective factors and motivation in ESL learning, using a qualitative research approach, the researcher reviewed the literature and examined academic books and articles about the motivations, challenges, emotional experiences, and cultural backgrounds of ESL learners, making sure to include relevant details and cite all relevant sources by American Psychological Association (APA) guidelines. The results highlight the relationship between affective factors and motivation. Anxiety may impede language acquisition, whereas positive attitudes and internal motivation drive the process. The study emphasizes how crucial it is to have a welcoming classroom that considers cultural diversity and promotes a feeling of community. Policymakers and educators can benefit greatly from the insights this research induces. Educators may customize lessons to suit student requirements and learning styles by recognizing the interaction between affective factors and motivation. This will eventually result in a more positive and practical ESL learning experience for all students.

Enhancing Critical Thinking Through the Integration of Self-Directed Learning in Sustainable Education in Madrasah

This research focuses on improving critical thinking skills through integrating independent learning in the context of continuing education in madrasah. This research explores the effectiveness of a self-directed learning approach in supporting the development of students critical thinking skills and understanding its impact on sustainable educational practices. This research uses a qualitative method with a case study approach, where data is collected through in-depth interviews with teachers and students, observation of the learning process, and analysis of curriculum documents. Research findings show that integrating independent learning significantly improves students’ critical thinking abilities, developing the ability to plan, evaluate, and reflect on their learning independently. Students who engage in independent learning improve analytical skills and creativity in dealing with problems and are better prepared to apply continuing education principles in everyday contexts. The implications of this research emphasize the importance of implementing independent learning in the madrasah curriculum to develop the critical thinking skills needed in continuing education and the challenges that need to be considered in adapting this method to the needs and learning styles of diverse students.

Formation of Models for Registering Systemic Processes in The Digital Educational Environment of the University Based on Log File Analysis

It has been demonstrated that technologies and methods of intelligent data analysis (IDA) in the educational domain, particularly based on the analysis of digital traces (DT) of students, offer substantial opportunities for analyzing student activities. Notably, the DT of students are generated both during remote learning sessions and during blended learning modes. By applying IDA methods to DT, one can obtain information that is beneficial for both the educator in a specific discipline and for the educational institution's management. Such information might pertain to various aspects of the functioning of the digital educational environment (DEE) of the institution, such as: the student's learning style; individual preferences; the amount of time dedicated to a specific task, among others. An algorithm has been proposed for constructing a process model in the DEE based on log analysis within the DEE. This algorithm facilitates the description of a specific process in the DEE as a hierarchy of foundational process elements. Additionally, a model based on cluster analysis methods has been proposed, which may prove beneficial for analyzing the registration logs of systemic processes within the university's DEE. Such an analysis can potentially aid in detecting anomalous behavior of students and other individuals within the university's DEE. The algorithms proposed in this study enable research during log file analysis aimed at identifying breaches of information security within the university's DEE.

Implementation of the Project-Based Learning (PjBL) Learning Model in Observing Learning Styles and Improving Product Results in Biology Learning at SMAS Sultan Iskandar Muda Medan

The research was motivated by the problem of student learning styles in group learning and product targets in making project assignments. The aim of this research is to find solutions that can be used to solve problems at SMAS Sultan Iskandar Muda Medan School through Project Based Learning (PjBL). The research method used is quantitative descriptive. The subjects in this research were students of SMAS Sultan Iskandar Muda Medan. This research uses surveys and literature to collect data. Research findings show that the use of the PjBL model can improve students' collaboration abilities in group learning. Students and teachers can utilize available resources to ensure that the tools and materials used by students are accessible. The conclusion of this research is that the PjBL learning model can be an effective solution in overcoming student learning style problems and optimizing product targets in working on project assignments in groups.

Pelaksanaan Penilaian Diagnostik Non Kognitif di Sekolah Dasar

The aim of the research carried out is to analyze how non-cognitive diagnostic assessments are carried out. This research uses descriptive analytical methods with a qualitative approach. The data collection techniques used were through observation, questionnaires and interviews. The research subjects were class V students at SDN 160/IV Jambi City with a total of 13 students. Meanwhile, data analysis is carried out through data reduction, data presentation and drawing conclusions. The results of the planning analysis obtained data that class V students at SDN 160/IV Jambi City had sufficient development or needed to be improved as evidenced by 23% or 3 out of 13 students having very good emotional development, 38% or 5 out of 13 students having emotional development which is good, 38% or 5 out of 13 students have sufficient emotions or need to be improved. The students' learning motivation is very good, as evidenced by 30% or 4 out of 13 students having very good learning motivation, 46% or 6 out of 13 students having good learning motivation, and 23% or 3 out of 13 students having sufficient learning motivation (necessary improved. Meanwhile, the learning styles of students tend to vary, namely 3 students have a visual learning style, 4 students have an auditory learning style, and 6 students have a kinesthetic learning style.

Implementation of the Teaching at the Right Level (TaRL) Approach through Differentiated Learning on Biographical Text Material at SMA Negeri 1 Mataram

The aim of this research is to find out how to implement the Teaching at The Right Level (TaRL) approach through differentiated learning on Biographical Text material at SMA Negeri 1 Mataram which is integrated with the Merdeka Belajar Curriculum. There are several objectives for implementing differentiated learning, including: 1) meeting the individual needs of students; 2) increase student achievement; 3) increase students' motivation and interest in learning; 4) develop social and collaborative skills; 5) increase students' self-esteem; and 6) increasing student involvement. The application of differentiated learning places the teacher as a facilitator who helps students meet their needs. In differentiated learning, the teacher provides an understanding of the material by paying attention to the level of readiness, interests and learning styles of students. Apart from that, teachers can also make modifications to lesson content, learning processes, products or results of the lessons taught, and the learning environment.

Implementation of Cognitive Learning Theory Through Coaching Techniques to Understand The Character of Students In Elementary School

The purpose of writing this research mini-research is to provide information to readers about how teaching techniques can be applied in education to understand student characteristics to maximize learning. The research method used is qualitative method (literature research), information obtained from various sources such as books, related magazines and phenomenology. The results showed that the application of effective training techniques was: (1) The existence of training; (2) active listening; (3) Effective research. With the correct application of technical competence in training, it can be understood the characteristics of student learning styles, such as; visual learning (learning by seeing), auditory learning (learning and listening), and kinesthetic learning (learning by doing). Teachers can create a more flexible learning environment and develop more effective teaching methods and strategies. From the results of the study, it can be concluded that understanding the characteristics of students both in terms of intelligence and different learning styles can contribute to the emergence of a sense of comfort in learning at school. Learning cannot run well if the techniques or concepts used are the same because students have different characteristics. The application of coaching techniques increases the success of achieving learning objectives without putting pressure on students. In this mode, learning occurs naturally within students, so that learning objectives are easily achieved and beneficial for both teachers and students.

Penerapan Pembelajaran Berdiferensiasi Dalam Upaya Meningkatkan Hasil Belajar Matematika Pada Materi Analisis Regresi Linear Sederhana Kelas XI TITL (Teknik Instalasi Tenaga Listrik) 2 SMK N 5 Surabaya Tahun Ajaran 2023/2024

The research was conducted based on the problem of students in class XI TITL 2 SMK N 5 Surabaya This research aims to improve student learning outcomes by using differentiated learning based on student learning styles with differentiated content aspects. This research uses the PTK (Classroom Action Research) method with a quantitative approach and data collection techniques using diagnostic assessments (prestest) and summative assessments (posttest). The results of research using differentiated learning based on students' learning styles with differentiated content aspects show that there is an increase in learning outcomes which can be seen from pre-cycle activities with the percentage of learning completeness increasing from 18% to 43% in cycle I, then increasing to 78% in cycle II. From these results it can be concluded that research using differentiated learning based on students' learning styles based on differentiated content aspects has succeeded in improving the learning outcomes of class XI TITL 2 SMK N 5 Surabaya in mathematics lessons simple linear regression analysis material.

Examining classroom learning behaviors academic and athletic motivation in collegiate athletes

College student-athletes balance the demands of both sport and school in the context of higher education; high levels of motivation are necessary for success in both spaces. Studies have evaluated learning styles and academic motivational outcomes in college student athletes but there is a need to explore how motivation impacts both academic and athletic success. The present study examined the relationship academic, student athletic, and career athletic motivation had with learning styles and major (STEM vs. non-STEM) using Self-Determination Theory as the theoretical lens. College Division I, II, III, and Club college athletes took the Grasha-Reichmann Student Learning Style Scale and Student Athletes Motivation toward Sports and Academics Questionnaire. Learning styles were grouped into intrinsic (independent, participant, and collaborative) and extrinsic (dependent, avoidant, and competitive) styles. There were positive relationships between intrinsic learning style and both student athletic (r(147) = .19, p = .02) and academic (r(147) = .30, p < .001) motivation. Extrinsic learning style was positively correlated with career athletic (r(147) = .27, p = .001) and student athletic (r(147) = .16, p < .05) motivation but negatively corelated with academic motivation (r(147) = -.17, p = .03). Athletes in STEM majors (M = 3.88, SD = 0.36) had significantly higher academic motivation than non-STEM majors (M = 3.66, SD = 0.40), t(182) = 3.85, p < .001. Athletes in non-STEM majors (M = 4.00, SD = 0.88) had significantly higher career athletic motivation than STEM majors (M = 3.56, SD = 0.91), t(182) = -3.29, p = .001. Findings suggest being more independent, participant, and collaborative in class is related to motivation both in school and in student athletic endeavors. Athletes pursuing a STEM major may show higher academic motivation than athletes pursuing non-STEM majors. Encouraging student-athlete learning autonomy via education/intervention could improve intrinsic motivation in sport and classes, though further exploration of these factors is necessary to fully understand their relationship in college student-athletes.