Learning Styles Of Undergraduate Students Research Articles

Learning Styles and Teaching Strategies in Gastronomy: Kolb theory applied to students and teachers of the University Center Senac Campus Águas de São Pedro

Learning can be defined as a process of creation and incorporation of knowledge through the transformation of experience. It is through the combination of apprehension experience that learning occurs, i.e., through transformative experience and by understanding information. This study is based on Kolb's theory, which defines four cyclic stages that exemplify learning modes. This article investigates the learning styles of undergraduate students of the higher education course in Gastronomy Technology of the SENAC University Center of the Águas de São Pedro campus, aiming to verify the preferences for the methodologies applied in the unit, and the relationship between the learning styles of the students and those of their teachers. This is an exploratory and descriptive study, based on bibliographic research. It is also quantitative, as it uses a standardized test/structured questionnaire for the data collection. Results were obtained from a sample of 115 students, mostly demonstrating convergence in terms of learning styles and preferred methodologies, preferring, in the latter case, technical visit, experimentation and dialogued exposure. Among the sample of teachers, comprising 22 respondents, the accommodating learning style was prevalent. Based on these results, it was concluded that the students’ predominant learning style differed from that of the teachers, presenting teachers with a challenge to apply the best teaching methodologies and bring quality teaching.

Identification of Preferred Learning Style of Medical and Dental Students Using VARK Questionnaire.

Students have unique preferences when it comes to knowledge acquisition, information processing, retention in memory, and recall. This study is aimed at examining the preferred learning styles of medical and dental undergraduate students of Pakistan. It is also aimed at investigating the influence of gender, preclinical or clinical academic year, and academic record on the preferred learning style. A descriptive cross-sectional study was conducted in Pakistan. The learning styles of undergraduate students were identified using visual, aural, read/write, and kinesthetic (VARK) questionnaire. Students were also asked about their satisfaction towards teaching style of their teachers in institute. Descriptive statistics were done to characterize the learning styles of the students. The Fisher test and chi-square test were used to compare the learning preferences between genders and public/private sector students and among preclinical/clinical years. A p value of less than 0.05 was considered significant. A total of 1473 students participated in the study. Among the students, 39.37% preferred unimodal learning style whereas 60.62% preferred multimodal style. Kinesthetic (K) and visual (V) were the most preferred unimodal styles. The preferred learning styles of female students are aural (A), visual (V), and kinesthetic (K), whereas male students preferred visual (V) and kinesthetic more (K). Students with lower academic record chose unimodal styles in comparison to high achievers that chose multimodal styles. Students of clinical year preferred multimodal and quadmodal styles in comparison to preclinical year students. An alarming 78% of students were dissatisfied with their teacher's instructional style. Majority of students prefer multimodal learning styles over unimodal style. Gender, public/private sector, and academic record have influence on the preference of learning styles. Majority of the students are dissatisfied with their teacher's instructional style and rely on social media platforms for understanding. Academics need to adapt their teaching methods according to student preferences in order to get better graduates.

Influence of Metacognition on Academic Achievement and Learning Style of Undergraduate Students in Tezpur University

<p style="text-align:justify">A Descriptive-correlational study was sought to investigate the influence of metacognition on the academic achievement and learning style of undergraduate students. Using the survey method, data was collected from a sample of 150 undergraduate students selected through a stratified random sampling technique which includes 50 students each from the three schools namely School of Humanities and Social sciences (HSS), School of Engineering (SOE), and School of Sciences (SOS) of Tezpur University. The tools used are five-point Likert-type Metacognitive skills scale and five-point Likert-type Learning Style Inventory. Academic Achievement of the students was measured based on the semester grade point average SGPA obtained in the semester examination. The data were analyzed using percentage, simple regression, multiple regression and one-way ANOVA. The result showed that only 34-36% of the undergraduate students have above-average metacognitive skills. The undergraduate students have equal preferences in all the five learning styles rather than focusing on one learning style. There is a significant difference between metacognition levels and academic achievement of the undergraduate students of SOS, HSS and SOE. The metacognitive skill explicates only 43% variability of academic achievement of the undergraduate students which implies that the undergraduate student’s metacognitive skills influence and determines their academic achievement to some extent. However, the undergraduate student’s learning style doesn’t account for variation in metacognitive skills. Thus, it is suggested that metacognitive skills should be integrated into curricular components and learning strategy which will help the students to monitor and regulate their own learning to meet the challenges of academic society.</p>

Identifying learning styles of language learners: A useful step in moving towards the learner-centred approach

Knowing students’ learning styles provides a good start for the design of effective instruction. The purpose of this research is to determine the preferred learning styles of undergraduate students and to determine the relationship between learning style preferences, gender, and educational majors. A cross-sectional descriptive study was conducted among the first-year undergraduate students enrolling in the Languages Program at Chiang Rai Rajabhat University, Thailand. The VARK questionnaire in a printed form was distributed to 472 first-year undergraduate students in Languages Program at Chiang Rai Rajabhat University. The frequency of students’ learning styles was identified using descriptive statistics, and chi- square analyses were carried out to examine the relationship between students’ preferred learning styles, gender and academic majors. A total of 372 completed questionnaires received from the students, giving a response rate of 78.8%. The findings revealed that most language learners (64.0%) had multimodal learning style preferences. Only 36.0% of the students preferred a uni-modal learning style, and kinesthetic was the most preferred learning style. A statistically significant correlation between educational majors and learning styles was observed ( p = 0.02). However, no association was found between gender and student’s learning style preferences ( p =0.45). The findings of this study suggest that various teaching strategies need to be used in the classroom to accommodate learners with diverse learning styles, making learning more engaging and meaningful to students.

The Learning Styles of Undergraduate Students in CM Bachelor’s Degree Programs in the U.S.

ABSTRACTThis article presents the findings of a study analyzing the learning styles of undergraduate construction management (CM) students in bachelor’s degree programs in the United States. The study utilized the Felder-Silverman model and the Index of Learning Styles (ILS) as a survey instrument. The survey population consisted of 1,069 CM students from 36 university CM programs across the Associated Schools of Construction regions. Demographic information, the raw ILS responses, and the ILS web-based survey report were collected from the students. The results were analyzed and compared to both the CM students themselves and to similar studies done with engineering students. It was found that CM students were visual, active, sensing, and sequential learners. This study provides recommendations for how CM instructors might align their teaching styles with CM-student learning styles, and discusses impacts on the CM industry.

Analysis of Learning Styles of Engineering Students For Improving Engineering Education

Outcome based education is a buzzword in all fields of technical education specifically in engineering education. We talk of active , cooperative and collaborative learning to achieve the desired outcomes and to make the students learn because the faculty is teaching , but are the students learning ? This a critical question to ponder upon as the learning style of the students have a big impact on the way they perceive and learn. An analysis of their learning styles is definitely going to improve the engineering education. The present study aims to assess the learning style of undergraduate students in engineering by using Felder's and Solomon's Learning style index so as to accommodate the streamlining of pedagogy in classroom teaching.

Learning Styles of Interior Design Students as Assessed by the Gregorc Style Delineator

The purpose of this study was to determine the preferred learning style of undergraduate students majoring in interior design. The Gregorc Style Delineator, a self–report instrument to determine learning style, was administered to 147 undergraduate interior design students enrolled in Foundation for Interior Design Education Research (FIDER) accredited programs located within the Southwest Region of the United States. To determine the dominant learning style of undergraduate interior design students, frequency distributions were compiled. Overall, the most important finding in this study was the diversity of learning styles among interior design students. Not only were all learning styles represented in the sample, but 49% of students exhibited dominance in more than one style—unlike the results of previous studies with non interior design students. The most common learning styles found among interior design students are a logical and hands–on learning style, known as Concrete Sequential, and a combination of experimental, imaginative, and people–oriented learning styles, known as Concrete Random/Abstract Random. Diversity in student learning styles supports the argument for the need for instructors to have a repertoire of teaching methods. Instructors should be knowledgeable in learning style theory, should know their own learning style, and should be able to teach using a variety of styles.