Learning Style Preferences Of Students Research Articles

Academic Success of Students in Vocational Education in the COVID-19 Era: Learning Style Preferences

This essay examines the various learning styles that students can choose from, depending on their preferences. In the COVID-19 era, lectures have been discontinued in classrooms all across the world, but the teaching and learning process is still possible through online platforms. There are learning types with unique characteristics that like to work alone or in groups, as well as visual, auditory, tactile, and kinesthetic learning styles. While some students will adjust to the lecturers' teaching approach, it can be challenging for lecturers to accommodate each student's unique learning preferences. In order to accommodate various student learning styles, lecturers must create their instructional materials in this manner. This article's goals are to: 1) describe and classify the idea of learning styles; 2) emphasize the significance of determining the research participants' preferred learning styles; and 3) emphasize that if a lecturer's teaching style reflects the preferences of the student's preferred learning style, the student's learning outcomes will be enhanced. In this study, a survey, a mix of quantitative and qualitative approaches, as well as questionnaires, are used to gather data on the four preferred learning styles. As a consequence, the majority of participants favored the kinesthetic learning strategy in both solo and group work. In this study, a survey, a mix of quantitative and qualitative approaches, as well as questionnaires, are used to gather data on the four preferred learning styles. As a consequence, the majority of participants favored the kinesthetic learning strategy in both solo and group work.

Optimizing Traffic Congestion in Route Planning Using a Simple Path Algorithm

This essay examines the various learning styles that students can choose from, depending on their preferences. In the COVID-19 era, lectures have been discontinued in classrooms all across the world, but the teaching and learning process is still possible through online platforms. There are learning types with unique characteristics that like to work alone or in groups, as well as visual, auditory, tactile, and kinesthetic learning styles. While some students will adjust to the lecturers' teaching approach, it can be challenging for lecturers to accommodate each student's unique learning preferences. In order to accommodate various student learning styles, lecturers must create their instructional materials in this manner. This article's goals are to: 1) describe and classify the idea of learning styles; 2) emphasize the significance of determining the research participants' preferred learning styles; and 3) emphasize that if a lecturer's teaching style reflects the preferences of the student's preferred learning style, the student's learning outcomes will be enhanced. In this study, a survey, a mix of quantitative and qualitative approaches, as well as questionnaires, are used to gather data on the four preferred learning styles. As a consequence, the majority of participants favored the kinesthetic learning strategy in both solo and group work. In this study, a survey, a mix of quantitative and qualitative approaches, as well as questionnaires, are used to gather data on the four preferred learning styles. As a consequence, the majority of participants favored the kinesthetic learning strategy in both solo and group work.

Understanding the Learning Style Preferences of ODL Students Using VARK Model: Implications for Individualized Pedagogy and Student Success

Aims: The study aims to assess the learning styles among ODL students in higher education, and propose practical strategies for integrating personalized learning approaches to enhance student engagement and educational outcomes. Place and Duration of Study: Research was carried out among the higher education students who enrolled in different ODL programs under the dual-mode universities. Survey was administered during Personal Contact Programme (PCP) for the academic session of 2023-2024. Methodology: Descriptive survey design was employed to gather quantitative data on higher education students learning styles under ODL mode of study and provides a deeper understanding of ODL students' learning preferences based on VARK model. The sample comprised of 246 post-graduate ODL students from various disciplines. A simple random sampling technique was employed to ensure representation from diverse academic backgrounds of ODL students. Results: Study revealed significant variations in learning style preferences among the ODL students. There are 89 (36.18%) ODL students with single preference of learning style and 157 (63.82%) ODL students with multimodal preference of learning style. Statistically significant difference found between male and female ODL students concerning their learning styles. Visual learning style is the most preferred learning style, followed by aural, kinesthetic, and read/write learning style respectively. Majority of ODL students preferred to learn by multiple sensory modalities. Conclusion: Integrating learning style assessments into distance learning practices holds immense promise for enhancing the effectiveness and efficiency of distance education. Designing course curriculum for distance education based on multiple sensory modalities is crucial for enhancing learning outcomes and student engagement. Incorporating various sensory channels such as visual, auditory, kinesthetic, and read/write, ODL professionals can cater to diverse learning styles and preferences, ultimately promoting a deeper understanding of the subject matter and academic success.

A Match or a Mismatch between Student and Teacher Learning Style Preferences at King Abdullah Second School for Excellence in Jordan

It is crucial to study learning and teaching styles because some studies have shown that a match between teaching and learning styles helps to enhance the learning process. So, teachers should identify their own teaching styles as well as their learning styles to obtain better academic achievement in the classroom. This study focuses on the students’ learning styles, teachers’ teaching styles, and whether there is a match or mismatch between student and teacher teaching style preferences in King Abdullah Second School for Excellence in Jordan. The results show that most tenth grade students at King Abdullah Second School for Excellence in Jordan prefer to learn by using visual and individual styles. Also, the English teacher, Mr. Ashraf’s major teaching style preferences are visual and individual. Thus, there is a match between the teacher’s preferred teaching style and the students’ preferred learning style at King Abdullah Second School for Excellence, Irbid, Jordan.

Learning Style and Reading Performance of Grade 8 Students

Every student absorbs and processes knowledge in a different way, which distinguishes each from one another. Some students may have a combination of learning styles. In order to apply a variety of teaching strategies that are ideal to accommodate all types of learners in the classroom, it is crucial for a teacher to understand the learning preferences of his or her students. This study was carried out to investigate the students’ learning style and reading performance, and determine if there is a significant correlation between the two variables. The VAT learning style, which stands for visual, auditory, and tactile, was the only focus of this study. This study employs a descriptive-correlational analysis of variables to discover whether there is a significant relationship between the two variables and to describe the variables. There were 72 Grade 8 students from Libertad National High School, Libertad Misamis Oriental, Philippines who participated in this study. The Learning Style Survey Questionnaire was utilized to determine the students' preferred learning styles, and three reading passages with a total of 30-item questions were used to determine the students' reading performance. In this study, the percentage and chi-square test were both employed to obtain the results. The findings indicate that the majority of students’ response is auditory. Regarding their reading performance, most students are at the instructional level. As the p-value of 0.6086 is greater than the 0.05 level of significance, the results showed that the student's learning style is not significantly related to their reading performance. Thus, a student's preferred learning style has no relation to how well they read. This implies that being an auditory learner does not guarantee that a student would excel in reading and become an independent reader. Future studies may thus employ different grade levels or concentrate on the two learning preferences—visual and auditory—to see whether there is a significant relationship between them and the students’ reading proficiency.

Participant/Avoidant Learning Approaches and Academic Performance in Cost Accounting: A Study of South-South Nigerian Federal University Students

Since most students are unaware of the various learning approaches and the best style for learning a particular course (for example, Cost Accounting), they tend to perform below their best. Also, due to the nature of cost accounting as a core accounting course, which has to do with real-work experience and computations, students tend to adopt a different learning approach in learning the course. As a result, they tend to perform below their best. The participant learning approach is an instructional method that actively involves students in their learning process. It emphasizes engagement, interaction, and hands-on experiences rather than passive reception of information. The correlation between avoidant learning strategies and students’ academic achievement in disciplines such as cost accounting is a subject of considerable interest and pertinence. The study investigated the correlation between participant/avoidant learning strategies and students’ academic achievement in cost accounting at four Federal Universities in the South-South region of Nigeria. The population consisted of 556 final-year accounting students from the accounting departments of four Federal Universities. The researchers used a descriptive research design and a randomly selected sample of 248 students. The Pearson Product Moment Correlation (PPMC) was used to analyze the association between the learning style preference of senior accounting students in cost accounting and their academic performance in the preceding semester’s final grade. The study found a significant positive correlation between participants’ learning approach and students’ academic achievement in cost accounting. Conversely, there was a significant negative correlation between the avoidant learning approach and students’ performance in cost accounting. The study recommends fostering self-motivation among students, encouraging them to seek approval from parents and instructors, and exposing them to diverse learning styles. This self-motivation is believed to facilitate the acquisition of appropriate learning strategies for effective learning. The research suggests that students who adopt an avoidant learning approach tend to perform poorly academically. To address this issue, it is recommended that instructors and fellow students discourage.

The Correlation Between Students’ Visual Learning Style Preference and Vocabulary Mastery at SMP NEGERI 3 Sungguminasa

The objective of this research is to find out the correlation between students' visual learning style preference and vocabulary mastery at SMP Negeri 3 Sungguminasa. The design of this research is descriptive quantitative research. This research has two variables, students' visual learning style preference as an independent variable and students’ vocabulary mastery as a dependent variable. The population of this research is seventh-grade students. The researcher used random sampling to take the samples, which consist of 33 students. In collecting the data, the researcher used a questionnaire and test. The questionnaire used to measure students’ visual learning style preference, which consists of 15 statements. Then, the test is used to know students’ vocabulary mastery which consists of 20 questions. In analyzing the data, the researcher used Pearson analyzed Product Moment Correlation formula. The data analyzed by using SPSS 23 program for Windows. The result of this research shows that there was a medium correlation between students’ visual learning style preference and vocabulary mastery of VII grade students of SMP Negeri 3 Sungguminasa because the value of rxy = 0.468 on the correlation scale table (0.40-0.599) means in medium correlation level. As the findings showed, rxy > rtable = 0.468 >0.40 So, it can be concluded that there was a significant correlation between students’ visual learning style and vocabulary mastery at SMP Negerei 3 Sungguminasa

Assessment of learning preferences among medical students

Background: Facilitating learning, or the development of knowledge, skills, attitudes, beliefs, and habits, is what education is all about. The learning style of an individual refers to how they prefer to gather, process, memorize, and recall information. One student may adopt one or many modes of knowledge acquisition. Academics consider learning style as a factor influencing students’ learning as a result of personal preferences for physical, social, and environmental components during the learning process. Methods: The cross-sectional study was conducted from July to September 2022, at Goa Medical College. The student’s preferred method of learning was ascertained using the VARK questionnaire which consisted of 16 questions in the VARK questionnaire. Each question offers 4 options, which correlate to the preferences for the 4 sensory modalities. The students were told to select the response that best reflected their preferences. Results: A total of 867 medical students completed the questionnaire. Among the students 368 (41%) preferred unimodal learning style (either visual, auditory, reading/writing, or kinesthetic), 173 (20%) preferred usage of bimodal learning style, 126 (15.8%) trimodal and 200 (23.2%) quadrimodal learning style. Conclusions: There is a variety of learning styles present in the classroom, and there are some students who are not addressed by the standard lecture format. Furthermore, this study demonstrated that students prefer multimodal methods. It is the responsibility of the instructor and the student to be aware of student learning style preferences to improve learning. As instructors, we need to assess and understand how to reach all students by understanding how to present information in multiple modes.

Investigating AI-Powered Tutoring Systems that Adapt to Individual Student Needs, Providing Personalized Guidance and Assessments

This comprehensive literature review seeks to assess the potential of AI-powered tutoring systems that are able to adapt and provide personalized guidance tailored to individual student needs. As Artificial Intelligence (AI) technologies continue to progress at a rapid rate, there is ever increasing interest in leveraging these capabilities for educational purposes. By offering customized instruction based on each student's strengths, weaknesses, and learning style preferences, AI-powered tutoring systems may revolutionize how students learn. The review will examine various studies and research papers exploring the design, implementation techniques as well as effectiveness of such innovative solutions. This includes delving into algorithms like machine learning, natural language processing or data mining which enable these systems to adjust their interactions according to students' requirements. Moreover, it will investigate any positive impacts such personalized teaching has had on academic performance levels in addition to engagement motivation amongst learners. Additionally, this study shall look into existing challenges faced when using AI-powered tutoring systems; from ethical concerns about privacy issues thought too effective teacher -student communication. After taking all findings from available literature into account we can then identify areas where more work is needed, offer suggestions for future improvements or studies within this field. In conclusion, with our synthesis of insights gathered during our investigation we hope improve awareness & understandings around utilizing AI technology for educational purposes so that teachers & students alike can benefit from personalized adaptive educations experiences.

PERENCANAAN PEMBELAJARAN DI SD TUNAS HARAPAN PATUMBAK (STUDI TENTANG POLA IDENTIFIKASI PERILAKU DAN KARAKTERISTIK AWAL PESERTA DIDIK)

Before deciding on a successful learning style to use in the classroom, teachers must first determine the fundamental features of their students. A teacher must be able to acknowledge the effectiveness of learning. During the learning process, teachers and students communicate with one another. Many educators still struggle to identify their students, which hinders the state of the learning process today. The learning process will be impacted by the student's preferred learning style, so the teacher needs to be aware of it. The teacher must create a lesson using the different learning preferences of each student in the class before the learning process can begin. It is crucial to work on improving instructor comprehension of this kind of student identification. A qualitative research methodology is the case study methodology. Peneliti mengandalkan masukan dari guru dan siswa. Penggunaan identifikasi ini mendorong pembelajaran yang efisien. Menurut temuan survei, mayoritas siswa kelas lebih menyukai pembelajaran auditori.

Identification of Student Learning Style Preference Profiles in Hybrid Learning Settings: An Essential Consideration for Developing Learning Strategies

After Covid-19, several educational institutions have adopted the hybrid learning system. The transition of learning systems from face-to-face to hybrid settings presents obstacles and challenges that require adaptive solutions. The compatibility between hybrid learning systems and student learning style preferences is an issue that needs to be studied in more depth. Students have their preferred way when it comes to learning. They prefer to learn through visual (V), aural (A), read-write (R), or kinesthetic (K). Depending on their learning styles, student adaptation may have been challenging. In this regard, a study was designed to identify the learning style preferences among students. The VARK questionnaire is one of the most widely used diagnostic tools, allowing teachers to understand students' learning preferences and develop innovative learning practices. A quantitative cross-sectional design was conducted among students (n=486) in Univeristy X using the VARK questionnaire. Student learning style preferences were identified using latent profile analysis. Our findings suggest that most students were identified as having multiple learning modalities, while the rest had a single learning modality. Prevalence of kinesthetic and aural learning styles preference highest among students, followed by visual and read-write learning styles. Understanding how students retain the knowledge imparted to them is essential for lecturers to develop innovative and adaptive strategies.

The Effectiveness of a Training Program Using Differentiated Instruction to Improve the Reading Skill of Jordanian Third Graders With Learning Difficulties

This study aims to explore the effectiveness of a training reading program consisting of six units and multiple activities using the differentiated instruction strategy on the reading comprehension improvement of Jordanian third graders with learning difficulties. A total of 120 Jordanian third graders with learning difficulties from 17 governmental schools in Amman participated in the study. About 90 of them were categorized under an experimental group and taught using the differentiated strategy and were then divided into three groups based on their preferred learning styles: kinesthetic, auditory, and visual, while the remaining 30 students were categorized under a control group and taught using the traditional strategy of teaching. The findings showed an important impact of the differentiated instruction strategy on the improvement of the reading comprehension skill of Jordanian students with learning difficulties. Furthermore, the findings showed the importance of the use of the preferred learning styles of students in the teaching process.differentiated instruction

Exploring diverse learning styles in elementary schools: A study on student preferences

This study aimed to describe the learning style preferences of elementary school students in 5 districts in Yogyakarta. The population is 4th-grade and 5th-grade elementary school students in 5 districts in Yogyakarta. The sample was 992 students. Data was collected with a survey by questionnaire of learning style preferences. The results showed that the majority of elementary students have visual-kinesthetic (25.06%), the majority of students in Sleman district have kinesthetic (33.33%), the majority of students in Bantul district have visual-kinesthetic (31.93%), the majority of students in Gunungkidul district have the kinesthetic (27.45%), and the majority of students in Kulonprogo district have the visual-kinesthetic (29.36%). The elementary school students in Yogyakarta Province have more than one preference, a combination of two learning styles: visual-kinesthetic and auditory-kinesthetic. It can be concluded that the majority of students in Yogyakarta tend towards two learning styles, i.e., visual and kinesthetic.

Analysis of Student Learning Styles Using Fleming's VARK Model in Science Subject

The implementation of high-quality learning is something teachers must ensure. Consequently, teachers need to be able to design engaging learning procedures that draw students' attention to the subjects they are teaching. Understanding a student's preferred learning style is one of the necessary teachers. People with learning styles closely tied to their environments and personalities are adjusted. The process of receiving knowledge will be improved by defining the learning material to the learner's preferred learning style. One of the most used diagnostic tools for determining learning type is the VARK model. The visual, Auditory, Read/Write, and kinesthetic learning styles are divided into four divisions in the VARK paradigm. This research aims to identify the dominant learning style among science students. A qualitative descriptive methodology used one hundred junior high school students as research participants. Diagnostic exams and interviews were the tools used. Data analysis was carried out qualitatively by reducing data, presenting data, and making conclusions. According to the findings, 35% of students are kinesthetic learners, with 30% being visual, 21% being Auditory, and 14%t being Read/Write. Identifying learning tools, such as choosing learning models, creating and choosing materials, and learning media and assessment approaches that are more effective in accordance with student learning styles, can be done by developing one's understanding of learning styles.

대학생의 학습스타일이 학습동기 및 학습태도에 미치는 영향

The purpose of this study was to examine the distribution and pattern of learning style preferences of college students and to investigate the effect of major learning styles on their learning motivation and learning attitude. To achieve the purpose, the Perceptual Learning Style Preference Questionnaire was conducted for college students. Learning styles were divided into perceptual learning types (visual, auditory, tactile, and kinetic style) and social learning types (group and individual style). The responses of 514 were used, and using SPSS 27.0 program, cross tabulation analysis and multivariate analysis were conducted. The results of the study are as follows: college students generally preferred visual and group types. Male students preferred group styles, and female students preferred individual styles. The most variable period for learning style of college students was assumed the third school year. More than half the students showed over two major learning styles. Finally, the higher the number of major learning styles, the higher learning motivation and learning attitude.

Learning Style Preference and Its Correlation Toward Academic Performance Among First Year Medical Students

Background: Learning styles are various ways of acquiring knowledge and important due to its contribution to the learning process' outcome and students' academic performances. This study aims to find out the correlation between learning style preference and cognitive academic performance of medical students. Methods: A cohort study using The Honey and Mumford's Learning Style Questionnaire was conducted to first-year medical students during their first semester at Udayana University, Bali. Mean of four academic blocks’ final assessments (multiple choice questions) represented the cognitive academic performance. Data were analysed using univariate and bivariate analysis (Spearman correlation). Results: There were 219 students who fulfilled the inclusion criteria. Each student can have more than one learning style preferences. There were 33.3% students with a very strong preference for theorist learning style, followed by activist (30.6%), reflector (27.9%), and pragmatist (14.2%). Mean of final academic blocks’ assessments had positive correlation with reflector (r=0.227, p<0.001) and theorist (r=0.135, p=0.045) learning style. However, a negative correlation was found with the activist learning style (r=-0.267, p<0.001). No correlation was found between the academic blocks’ assessments and pragmatist learning style. Conclusion: Medical students with reflector and theorist learning style tend to have better cognitive academic performances compared to other learning styles. This study should be taken into consideration in providing the most suitable teaching methods for medical students based on their various learning style, especially for the ones with activist learning style which in this study had lower cognitive academic performances. Keywords: learning style, medical student, academic performance, cognitive outcome

Multiple Intelligences and Perceptual Learning Style Preferences of Education and Engineering Students

Effective learning varies based on the students’ different learning styles and intelligence across the curriculum. This research determines the learning styles and multiple intelligences of 250 second-year education students and 200 engineering students. It employed a stratified sampling technique in the data collection process. It reveals that individual, group, auditory, and visual learning are among engineering students’ most common learning styles, while auditory, visual, and kinesthetic learning were the most prevalent among education students. Furthermore, engineering students most commonly demonstrated interpersonal, mathematical, and kinesthetic intelligence. Moreover, visual, linguistic, interpersonal, and kinesthetic intelligence were education students’ most commonly exhibited intelligence. Most intelligence types and learning styles of education and engineering students show a moderate positive correlation. The results of this study suggest that employing teaching strategies based on learning styles and multiple intelligences may positively affect students’ achievement. Likewise, the academic institutions must also consider the multiple intelligences in admitting students for any specific courses.

ICT-based assessment of cognitive load in chemistry learning

The article is devoted to studying and preventing an excessive increase in the cognitive load of university students studying chemistry using various electronic resources. The experiment involved 49 third-year students of the Faculty of Chemistry who studied organic chemistry. A homemade software was developed to measure the level of cognitive load using the secondary problem method. Cognitive load levels were studied depending on the types of used electronic resources. The studied resource types are texts of different levels of complexity, audio and visual materials in different combinations. The load values were measured for each respondent, expressed in relative quantitative units and averaged over the whole student group. In parallel, the preferred learning styles among the respondents were identified according to the Index of Learning Style of Felder-Soloman. A correlation was established between the preferred learning styles of students and the cognitive load they feel when working with electronic resources. The factors that affect an optimal set of educational resources were identified for student groups with various learning profiles. The results of factor analysis allowed the authors to assess the contribution of different learning styles in the formation of cognitive load in the use of different electronic resources. The techniques described in this article allow one to control cognitive load, predict and prevent its excessive increase.

Exploring the Preferred Learning Styles among first and final year MBBS students using VARK Inventory at Fauji Foundation Hospital Rawalpindi

Introduction:'Learning style' is defined as an individual's preference in obtaining and understanding information. Students use different learning styles in acquisition of knowledge, skills and attitude.
 Objective:To determine the learning styles of preclinical and clinical students belonging to 1st and final year MBBS using the VARK questionnaire; to compare learning styles of 1st and final year medical students.
 Methods:A cross-sectional study was conducted to collect data about the learning style preferences of 1st and final year MBBS students of Foundation University Medical College. The VARK questionnaire was used to categorize the learning styles as Visual (V), Auditory (A), Read and Write (R) and Kinesthetic (K). This study was conducted from 15 July to 15 August 2021. A convenience sampling technique was used for data collection. A total of 249 students responded to the questionnaire.
 Results: Among 249 students, 141 were 1st-year students and 108 were final-year students. The most common learning style reported was Kinesthetic (34%), then Auditory (29%), then Visual (20%), and finally, Read/Write (17%). The majority of students (95.6%) preferred quad modal sensory modality for learning followed by trimodal (4%), unimodal (0.4%), and bimodal (0%) preferences.There was a significant difference in the mean scores of visual and auditory learning styles (overall mean of visual scores was 5.42 ± 2.9 and mean of auditory scores was 6.58 ± 2.9 ) between the students of 1st and final year.
 Conclusion:
 Majority of the students enlisted in this study had a quad modal learning preference. The most common reported
 learning style of all the students was Kinesthetic (K), followed by Auditory (A), then Visual (V), and then, Read/Write (R).
 KEYWORDS:
 Learning styles, VARK, Visual, Aural, Read/Write, Kinesthetic, Modal, Medical Students.

EFFECT OF CONVENTIONAL TEACHING ON THE ACADEMIC PERFORMANCE OF STUDENTS WITH DIVERSE LEARNING STYLES

Learning style preferences includes Visual (V; learning from diagrams), Auditory (A; learning from hearing) and Kinesthetic (K; learning from doing). Present study examines the effect of conventional teaching on the academic performance of first year undergraduate dental students with distinct learning style preferences. Learning style preferences and academic performance of 98 Dental students were determined using VAK questionnaire and average marks of scored by each student in the academic year respectively. Learning style preferences of students were 18% visual (V),19% aural (A),13 % kinesthetic (K),10% Visual Aural (VA),6% Aural Kinesthetic (AK),13% Visual Kinesthetic (VK) & 21% Visual Aural Kinesthetic (VAK). Students with kinesthetic approach (K, AK, VK &VAK) as one of their preferred learning style are grouped together as K learners & those with V, A & VA learning style are grouped as VA learners. Academic performance of students was assessed based on marks as low (< 60%), medium (60-80%) & high achievers (<80%). Among the low achievers, K learners were predominant i.e. 68% compared to 32% of VA learners. Whereas, both medium & high achievers were predominantly VA learners (67%) compared to K learners (33%) (p<0.05). Visual & Aural learners were better academic performers than students with kinesthetic learning style. Appropriate teaching approaches should be formulated to accommodate the needs of kinesthetic learners.