Learning Styles In Order Research Articles

The Correlation between Visual, Auditory, and Kinesthetic Learning Styles with SOOCA Examination Scores in Students of the Faculty of Medicine, Hang Tuah University, Surabaya

Learning style is one way that someone chooses to understand the material more quickly and easily. Everyone needs to identify their learning style in order to determine the most efficient learning method according to their characteristics. There are three kinds of learning styles, namely visual, auditory, and kinesthetic learning styles. Every student has a basis for this learning style, but not all of them develop proportionally, but some become dominant. This research was conducted to determine the relationship between the three learning styles and sooca exam scores in students of the Faculty of Medicine, Hang Tuah University, Surabaya. This research uses quantitative methods. The population in this study were all pre-clinical students in semesters 2, 4, 6 with active student status at the Faculty of Medicine, Hang Tuah University, Surabaya who took the SOOCA (structure Objective Oral Examination) exam and were willing to fill out the questionnaire in the period of June to December 2022. The sample size was obtained in the time period is 86 respondents. The results showed that out of 86 respondents, 3 (3.5%) were 18 year old students, 10 (11.6%) were 19 year old students, 26 (30.2%) were 20 year old students, 39 (45.4%) ) students aged 21 years, 8 (9.3%) students aged 22 years. A total of 64 (74.4%) respondents were female, and 22 (25.6%) respondents were male. 13 (15.1%) respondents have a visual learning style, 13 (15.1%) respondents have an auditory learning style, and 60 (69.8%) respondents have a kinesthetic learning style. Conclusion of this study is that there is no relationship between Visual, Auditorial, and Kinesthetic Learning Styles with Sooca Examination Scores in students of the Faculty of Medicine, Hang Tuah University, Surabaya. The learning styles of the students of the Faculty of Medicine, Hang Tuah University, Surabaya, class of 2018, 2019 and 2020, mostly have a kinesthetic learning style.

Profile of Culinary Vocational School Students' Learning Styles as a Basis for Choosing Science Learning Methods

Based on the concept of student learning styles, students have strengths and weaknesses in learning. When the teacher applies learning methods that are not in accordance with their learning style, it will affect learning outcomes. The selection of the science learning method can be done by adjusting the student's learning style as a first step before carrying out the learning process. The purpose of this research is to identify profiles of students' learning styles in order to be able to choose appropriate learning methods. This research is a qualitative descriptive study, using a purposive sampling technique. The research subjects consisted of 32 students of class X Culinary 2 at SMK Negeri 6 Semarang. The learning styles studied focus on visual, auditory, and kinesthetic learning styles. Data collection techniques using questionnaires to identify student learning styles and observation. The data obtained were analyzed qualitatively. The results obtained are that students are more inclined to the visual learning style by 47%, while the auditory is 16.2% and the kinesthetic is 36.8%. So it can be concluded that students in the class have diverse learning styles. Teachers cannot emphasize only one learning style so that the learning methods applied must be varied and adapted to the learning styles possessed by students.

Effectiveness of an Adaptive Learning Chatbot on Students’ Learning Outcomes Based on Learning Styles

Intelligent learning systems provide relevant learning materials to students based on their individual pedagogical needs and preferences. However, providing personalized learning objects based on learners’ preferences, such as learning styles which are particularly important for the recommendation of learning objects, re-mains a challenge. Recommending the most appropriate learning objects for learners has always been a challenge in the field of e-learning. This challenge has driven educators and researchers to implement new ideas to help learners improve their learning experience and knowledge. New solutions use artificial intelligence (AI) techniques such as machine learning (ML) and natural language processing (NLP). In this paper, we propose and develop a new personalization approach for recommendation that implements the adaptation of learning objects according to the learners’ learning style mainly focused on the use of a chatbot, named LearningPartnerBot, which will be integrated into the Moodle platform. We use the Felder-Silverman Learning Styles Model to determine learners’ learning styles in order to recommend learning objects, and also to overcome the cold start problem. A chatbot is an automated communication tool that attempts to imitate a conversation by detecting the intentions of its user. The proposed LearningPartnerBot should be able to answer learners’ questions in real time and provide a relevant set of suggestions according to their needs.

Teaching Methods and Strategies on Learners’ Motivation in English Language Lectures in Higher Education in Kenya

Purpose: This paper sought to determine the teaching methods and strategies increasing learners’ motivation in English language lectures at the university level. The study was based on social cultural theory of learning.
 Methodology: The study adopted quantitative design, descriptive statistics method to understand the problem at hand. The target population consisted of 375 Bachelor of Education Arts students. Simple random sampling was used to sample 100 third year Bachelor of Education (Arts) students in a public university. Questionnaires and document analysis of research articles were used to collect raw data from 100 students. The data was analyzed using SPSS computer package.
 Findings: The teaching methods that highly motivated students were explanation, discussion, interactive lectures and demonstration, teaching methods that moderately motivated learners were task-based method, case study and communicative language teaching and least motivating was audio lingual method. Highly motivating teaching strategies were group discussion and presentation, CATs and drama and moderately motivating teaching strategies were class assignments, debate, term paper assignments, pair work and dialogues.
 Recommendation: Based on the study findings the study recommends that lecturers to strive to determine their learner’s needs and specific learning styles in order to adopt the correct teaching methods and strategies that motivate them to learn English language.

Utilisation of High-Impact Educational Practises (HIPS) to Engage Undergraduates: A Preliminary Case Study

The purpose of this preliminary study is, firstly, to identify the most preferred high-impact educational practises (HIPs) among undergraduates and, secondly, to recommend best practises and strategies for implementing HIPs in higher education. This study included 61 undergraduates from a variety of degree programmes that implemented HIPs in one general studies course. Descriptive statistics and frequency were used to analyse the data. The findings revealed that the most popular HIP among undergraduates is service/community-based learning (SBL), and the least preferred HIP among undergraduates is Intensive Academic Writing (IAW). This study's findings are critical for preliminary understanding of the importance of learning styles in order to be effective and sensitive in teaching and learning, to have flexible and diverse instructional planning, and to diversify teaching methods. This was a preliminary case study that emphasised the significance of HIPs in the higher education curriculum and their implementation for a positive academic learning experience among undergraduates.

Tingkat Kreativitas Siswa dalam Memecahkan Masalah Matematika Divergen Ditinjau dari Gaya Belajar Siswa

The aims of this research is to describe the level of Junior High School students’ creativity in solving divergent mathematical problem viewed from the students’ learning style. This study was qualitative descriptive reasearch. The subject of this research was 9 students from the ninth grade of MTs DDI Ujung Lero consisting of 4 students had visual learning style, 3 students had auditorial learning style, and 2 students had kinesthetic learning style. The researcher used purposive sampling and snowball method to select the subject. In collecting data, the researcher used grouping test in learning style, problem solving test of divergent mathematics, and interview. To techniques of data analysis in this research were as follows: (1) reducing data, (2) present of data in narrative text, (3) to conclude the level of students’ creativity at each learning style. The validity of data used time triangulation. Based on the research result, there are two findings as follows: main findings and other findings. The main findings shows that (1) the students with visual and auditorial learning styles can eligible to indicators of creativity, fluently and flexibility, so that those students have the third level of creativity (creative) in solving divergent mathematical problem, (2) while, the students with kinesthetic learning style can eligible to indicators of creativity, namely fluently. So that those students have the first level of creativity (less creative) in solving divergent mathematical problem. Then, the other findings data shows that (1) there are two students with visual learning style are identified having the second level (quite creative) and the forth level (very creative) of creativity in solving divergent mathematical problem, (2) while there is one student with auditorial learning style is identified not creative (level 0). Based on the findings, it can be concluded that the students’ learning styles affect to students’ creativity, so that the teacher should know and understand students’ learning style in order to determine the best method of learning process. It is because each learning style affects to students’ different responses in getting the information.

Tingkat Kreativitas Siswa dalam Memecahkan Masalah Matematika Divergen Ditinjau dari Gaya Belajar Siswa

The aims of this research is to describe the level of Junior High School students’ creativity in solving divergent mathematical problem viewed from the students’ learning style. This study was qualitative descriptive reasearch. The subject of this research was 9 students from the ninth grade of MTs DDI Ujung Lero consisting of 4 students had visual learning style, 3 students had auditorial learning style, and 2 students had kinesthetic learning style. The researcher used purposive sampling and snowball method to select the subject. In collecting data, the researcher used grouping test in learning style, problem solving test of divergent mathematics, and interview. To techniques of data analysis in this research were as follows: (1) reducing data, (2) present of data in narrative text, (3) to conclude the level of students’ creativity at each learning style. The validity of data used time triangulation. Based on the research result, there are two findings as follows: main findings and other findings. The main findings shows that (1) the students with visual and auditorial learning styles can eligible to indicators of creativity, fluently and flexibility, so that those students have the third level of creativity (creative) in solving divergent mathematical problem, (2) while, the students with kinesthetic learning style can eligible to indicators of creativity, namely fluently. So that those students have the first level of creativity (less creative) in solving divergent mathematical problem. Then, the other findings data shows that (1) there are two students with visual learning style are identified having the second level (quite creative) and the forth level (very creative) of creativity in solving divergent mathematical problem, (2) while there is one student with auditorial learning style is identified not creative (level 0). Based on the findings, it can be concluded that the students’ learning styles affect to students’ creativity, so that the teacher should know and understand students’ learning style in order to determine the best method of learning process. It is because each learning style affects to students’ different responses in getting the information.

ANALISIS PENGARUH GAYA BELAJAR TERHADAP KEAKTIFAN BELAJAR FISIKA PADA SISWA KELAS X IPA SMAN 11 MUARO JAMBI

ABSTRACT
 Student learning activities are activities or activities of students in learning in the form of activities with themselves or groups that are influenced by internal and external factors. Learning style is a way that students use to understand information so that it can be accepted easily. In learning physics, student activity is very necessary. So that learning in the classroom needs to be carried out according to the student's learning style in order to create an active learning atmosphere and students can easily understand the material presented. This study aims to determine the effect of learning styles on the activeness of learning Physics in students. This research is a type of qualitative research. The data collection technique used is interviews with informants, namely Physics subject teachers in class X. From the results of interview analysis, it is known that students of class X IPA SMAN 11 Muaro Jambi have a type of visual learning style. This is because students are more interested and faster to learn if they use video media by raising the latest issues in Physics learning. However, for student activity is low. From the results of the interviews, it is known that students are not actively involved in learning such as asking questions. The low level of student activity is caused by several factors. The use of models or learning methods that are in accordance with students' learning styles can help maximize the learning process. So that the learning process can run actively and planned and provide maximum results.
 Keywords: Learning activity, Learning style, Physics

LEARNING STYLES OF SECONDARY SCHOOL STUDENTS IN ANAMBRA STATE, NIGERIA: IMPLICATIONS FOR GUIDANCE AND COUNSELLING

Understanding a student’s learning style preference is an important consideration when designing classroom instruction. This study investigated learning styles of secondary school students and their implication for guidance and counselling in Awka Education zone, Anambra State. The study adopted a descriptive survey research design. A multi-stage sampling procedure was adopted and used in selecting a sample size of 1,241 students from a population of 6,279 students in public secondary schools. A validated questionnaire titled, Learning Style Questionnaire was used to collect data for the study. The questionnaire has reliability coefficient alphas of 0.68, 0.64 and 0.77 on each of the learning style cluster. The questionnaire was administered through direct delivery approach. Data was collected and analysed using percentages. The findings revealed that majority of the students have good visual, auditory and kinaesthetic learning styles. Based on the findings, the following recommendations among others were made that school guidance counsellors should take into account the students ‘diverse learning styles in order to design counselling strategies that take care of those diversities and remain sensitive of such during their learning process.

Relationship between Learning Styles and Mathematics Academic Achievement of Secondary School Students in Awka Education Zone

Academic achievement of students occupies a very important position in learning process, thus, understanding its relationship with student’s learning style preference is an important consideration when designing classroom instruction. This study determined the relationship between learning styles and students’ Mathematics academic achievement in Awka Education zone, Anambra State. The study adopted a correlational research design. A multi-stage sampling procedure was adopted and used in selecting a sample size of 1,241 students from a population of 6,279 students in public secondary schools. A validated questionnaire titled, Learning Style Questionnaire was used to collect data for the study. The questionnaire has reliability coefficient alphas of 0.68, 0.64 and 0.77 on each of the learning style cluster. The questionnaire was administered through direct delivery approach. Data was collected and analysed using percentages and Pearson Product Moment Correlation Coefficient. Findings from the study revealed among others that; there is very low negative relationship existing between the secondary school students’ visual learning style and their achievements in Mathematics in Anambra State; there is very low negative relationship existing between the students’ auditory and kinesthetic learning style and their achievements in Mathematics in secondary schools. Similarly, the findings revealed that the relationship existing between the secondary school students’ visual, auditory and kinaesthetic learning style and their achievements in Mathematics is not significant. Based on the findings, the following recommendations among others were made that teachers should take into account their students ‘diverse learning styles in order to design instructional methods that take care of those diversities and remain sensitive of such during the instruction process.

The impacts of reading strategy instruction on improving the reading comprehension of students with different learning styles

Abstract The current study explores the short- and long-term impacts of explicit reading strategy instruction for improving reading comprehension of students with different learning styles. Sixty Iranian EFL learners took part in this study. They took the Cambridge ECCE reading test as the pre-test and were divided into five groups according to learner type based on Flemings’s VARK questionnaire. The participants underwent 12 weeks of explicit reading strategy instruction and took a post-test to determine the immediate effects of reading strategy training. Three months later, they took a delayed post-test to check the long-term effects of the training. The results of paired samples T-Test and ANOVA using SPSS indicated that there were significant differences in the pre-and post-test scores for all groups in all tests. The results of the post hoc analysis indicated that the auditory type showed the most and the visual type showed the least amount of improvement. The study thus suggests equipping students with appropriate reading strategies that are tailored to their perceived learning style in order to lead to better comprehension and subsequently more enjoyment when reading.

The Relationship between The Learning Styles and Academic Performance of Medical Faculty Students

Objective: Medical students have with different learning styles and different educational backgrounds. While the curriculum is being prepared, the success of students this situation should be considered. This study is designed to reveal the learning styles of the second-year medical students and to compare their academic performance with their learning style.Methods: One hundred and four students of 2nd-year Bezmialem Vakif University Medical School are included in the study. To reveal the learning styles, Kolb’s Learning Styles Inventory applied to all students. Also, the academic performance of each student was listed. We compared the statistical relationship between gender and academic performance with students’ learning styles.Results: Of the 104 students’ there was 59 female, 45 male in gender. According to the questionnaire, most of the female and male students were assimilators (abstract-passive learners) (%58.5) and divergers (concrete –passive) (%28.8). Students’ academic performance results were between 75-80. We did not find a statistically significant difference between gender and students’learning styles and academic performance results ( p>0.05).Conclusion: Identifiying and monitoring of students’ learning styles in the universities especially in medical schools is neglected. However, we should know students’ learning style in order to recognize their learning habits shaped by previous learning experiences and to improve their success. Moreover, it is important to improve students’ performance by using learning strategies and methods suitable for different learning styles.

Learning Styles as Predictors of Classroom Dialogue Among Upper Basic Science Students in Taraba State, Nigeria

The study investigated if learning styles are predicators of classroom dialogue among upper basic students in basic science in Taraba State, Nigeria. The sample of this study was made up of 392 UBE3 students that were drawn from 14 upper basic schools. This study adopted the correlational research design. The instrument known as Learning Styles Preference Questionnaire (LSPQ) and Classroom Dialogue Scale (CDS) was used to collect data for this study. LSPQ and CDS were trial tested which yielded the reliability values of 0.87 and 0.79 using Cronbach Alpha respectively. Five research questions and five null hypotheses guided the study. The research questions were answered using multiple regression analysis while, the hypotheses were tested using ANOVA of regression analysis. The study revealed among other that there is significant relationship between visual learning style and classroom dialogue [F 1, 129 = 0.197; p < 0.05]. There is no significant relationship between auditory learning style and classroom dialogue [F 1, 107 = 0.142; p>0.05]. There is significant relationship between visual, auditory, reading-writing, kinesthetic learning style and classroom dialogue [F 4, 391 = 3.101; p<0.05]. It was recommended among that students should be encouraged as they adopt visual and kinesthetic learning styles in order to enhance their learning and classroom dialogue. Education stakeholders should organize conferences to encourage basic science teachers to adopt visual and kinesthetic learning styles in teaching in order to enhance classroom dialogue. Keywords: Learning styles, classroom dialogue, and Basic Science. DOI: 10.7176/JEP/11-11-04 Publication date: April 30 th 2020

A context-aware mobile learning system for adapting learning content and format of presentation: design, validation and evaluation

To date, the growth usage of mobile technologies and devices as well as the ubiquitous wireless communication have led to the development of new systems and applications in many fields and areas including education. This technological progress can be used to facilitate the students’ lives by creating smart and personalized solutions considering their personal and academic profiles as well as their real environments. This is because mobile technologies have the capacity to detect the contextual dimensions of learners through different sensors, and also because of the available software that have known a big improvement in the recent years. In this way, this article focuses on proposing a model called Dynamic Mobile Adaptive Learning Content and Format (D-MALCOF) that considers the learner’s knowledge level and learning styles in order to provide the suitable learning for each and every student. The paper introduces the design of our approach as well as its conception and modelling activities. In addition, we validated this model in real life learning settings by developing an Android mobile application that has been tested in the context of Moroccan higher education system. The evaluation of the model was conducted with undergraduate students, and examined the impact of D-MALCOF on the students’ knowledge level and learning achievements. The results showed that our solution has the potential to enhance the students’ knowledge level in the java programming language by comparing the tests’ results of the participants who used our mobile app with those who have learned through a traditional e-learning platform. Moreover, the students showed encouraging feedback, general satisfaction, positive perceptions and good intentions towards the application after completing their learning activities and responding to the survey.

플립러닝 기반 영어 읽기·쓰기 통합수업에서 학습자 만족도와 학습스타일과의 관계

The purpose of this study is to investigate how students perceive integrated English reading and writing classes using flipped learning and find out the relationship between their individual learning styles and their satisfaction with the classes. The research was implemented for 15 weeks with fifty-seven Korean university students. For the study, students’ satisfaction with the class was examined to find out their overall perceptions and attitudes. Also, the relationship between the students’ satisfaction with the class and their learning styles was analyzed. The results were as follows. First, the students showed positive perceptions and attitudes toward the classes. This suggests that flipped learning can be effective for the integrated English reading and writing classes. Second, independent and collaborative learning styles were factors influencing learners’ satisfaction toward the English classes using flipped leaning. That is, the English class using flipped leaning was suitable for students with independent and collaborative learning styles. This finding indicates that teachers should consider learners with various learning styles in order to apply flipped learning more effectively to classes. Based on the study, some guidelines for effective English classes were suggested.

LEARNING STYLES OF STUDENTS AND THEIR ATTITUDES TOWARD COMPUTER ASSISTED LANGUAGE LEARNING

The main purpose of the study is to determine the correlation between learning styles of students and their attitudes toward computer-assisted language learning (CALL). Given the importance on the role of learning styles and students’ attitudes toward computer-assisted language learning, the current study seeks to explore, in more detail, second language learners’ perspectives on this issue by asking the following questions:1.What is the correlation between learning styles of students and their attitudes toward CALL? 2.What is the difference between ESL/EFL learners in terms of their attitudes toward second language learning and CALL? The research sample was chosen with the snowball sampling method from the United States and Turkey without looking at their individual differences. All of the 50 participants in the sample were second language learners. For data analysis, Cohen, Oxford, and Chi’s (2002) multi-dimensional Learning Style Survey (LSS) and Min’s (1998) Attitude Toward CALL Questionnaire was used in the study. As a result of the study, a positive scale moderately significant relationship was determined between extroverted and inductive learning styles of students, and their attitudes toward second language learning. It is also concluded that the inductive and reflective learning style was moderately correlated with their attitude toward second language learning with computers. In addition, it was found that there was a significant difference between the attitudes of ESL language learners and EFL language learners. In line with this study’s findings, further study may be done especially on deductive and inductive learning styles in order to understand how they affect language learning. Other further research focus may be on the differences between ESL and EFL learners so as to find out their motivation to learn a language with computers.

Course Format and Student Learning Styles: A Comparison of Political Science Courses

ABSTRACTThis study investigates whether differences in learning styles exist between students in online and face-to-face (FTF) sections of political science courses taught by three instructors. Some studies suggest that student preferences regarding online or FTF formats are influenced by their preferred modes of learning. Independent learners, for example, may prefer online courses since they provide individualistic opportunities to study outside of the traditional classroom. This study uses original survey data to assign students one of six learning styles in order to assess whether independent learners are more common in online courses. Our analysis finds no significant differences in independent learners when comparing the two formats. This finding runs counter to studies that argue that independent learners tend to prefer online courses. In fact, the only learning style where we observe a meaningful difference among online and FTF formats is among dependent learners. Contrary to expectation, students enrolled in online versions demonstrated a greater tendency toward dependent modes of learning. Further survey responses suggest that student lifestyle drove course format selection rather than learning style. These findings have important implications for universities that increasingly turn to online courses to address decreasing enrollments and attempt to remedy the high attrition rates associated with those courses.

Automated Adaptive Mobile Learning System using Shortest Path Algorithm and Learning Style

<p class="Abstract"><span>A directed graph represents an accurate picture of course descriptions for online courses through computer-based implementation of various educational systems. E-learning and m-learning systems are modeled as a weighted, directed graph where each node represents a course unit. The Learning Path Graph (LPG) represents and describes the structure of domain knowledge, including the learning goals, and all other available learning paths. In this paper, we propose a system prototype that implements a propose adaptive learning path algorithms that uses the student’s information from their profile and their learning style in order to improve the students’ learning performances through an m-learning system that provides a suitable course content sequence in a personalized manner.</span></p>

Feedback preferences of EFL learners with respect to their learning styles

This study investigates the preferences of EFL learners for oral corrective feedback in relation to their learning styles in order to determine whether there exists a relationship between the two. ...

Learning Styles and the Hybrid Learning: An Empirical Study about the Impact of Learning Styles on the Perception of the Hybrid Learning

AbstractLearning style is a crucial element in the academic life of students. It plays a fundamental role in the selection of a suitable teaching method of instruction. The aim of this research paper is the study of the perception of the hybrid learning and students’ learning style. In addition, another objective of the study is to analyze the perception of the hybrid learning in accordance with the learning style. This paper employs quantitative research and the descriptive and comparative methods. The study sample consists of 89 Albanian university students. Data analysis was conducted through SPSS 20 and JASP-0.8.1.2. The statistical analyses utilized in this paper are distribution tables, crossed tabulation, student test, Pearson correlation coefficient, Bayesian Independent Samples T-Test, and One - Way ANOVA. The conclusion of the data analysis shows that most students used the visual learning style in order to study. Students have a positive perception of the hybrid learning. There exists an insignificant statistical correlation between learning styles and the perception of the hybrid learning. The area of study has an impact on the components of the hybrid learning.