Learning Style Questionnaire Research Articles

Identification of Learning Styles of Undergraduate Physiotherapy Male and Female Students

Abstract Background: The concept of learning styles pertains to the different ways in which individuals organize and interpret information. Numerous factors influence an individual’s learning style. Objective: The purpose of this study was to investigate the most popular learning styles of male and female physiotherapy students. Materials and Methods: A total of 181 participants were selected via a stratified random sampling method based on specific inclusion criteria. Of these, 71 were male and 110 were females. The VARK learning style questionnaire was employed to assess their learning styles, and the data were analyzed using statistical variables such as mean and percentage. Results: The results indicated that 91.5% of male participants preferred bimodal learning styles, with the most popular learning style among them being kinesthetic, chosen by 53.8%. Among female participants, 83.6% preferred unimodal learning styles, while 7.27% preferred bimodal learning styles. Their most favored learning style was also kinesthetic, chosen by 61.38% of female participants. Conclusion: The study identified that both male and female physiotherapy students mostly preferred the kinesthetic learning styles, thereby indicating a similarity in learning styles between them. These findings could be useful for educators in the field of physiotherapy by helping them design learning materials that cater to the most popular learning styles of their students.

Learning styles and regulation of task value in new university students

International organizations’ analyses of Mexican students have shown that the nation's educational system is currently facing significant challenges in its ability to support the development of academic skills at all educational levels. Evaluations carried out by international organizations on Mexican students have revealed that the educational system in this country currently presents serious difficulties in effectively contributing to the development of academic skills at all educational levels. Models that consider learning styles and other factors that support academic performance such as intrinsic motivation, mastery goals, beliefs, control and Regulation of the Value of Tasks (RVT) have been developed since the last century to improve the skills of both high school and university students. A quantitative, non-experimental, cross-sectional, descriptive and correlational study was conducted to identify the relationship between Regulation of the Value of Tasks (RTV) and learning style (LS). RTV data collection used the motivated strategies for learning questionnaire while EA was assessed using the Honey-Alonso Learning Styles Questionnaire (CHAEA). The study involved 108 university students enrolled in a public institution located in southeastern Mexico. The results indicate a "very weak" relationship between SRL and the active, pragmatic and theoretical learning styles. According to the literature review conducted for this study, there are very few similar investigations making it difficult to compare the results with previous data. Further research is suggested to explore the relationship between these variables in other populations.

A Comparative Study Of The Meaning Of Life, Academic Motivation, Learning Styles, Study Habits, And Academic Achievement Between University And College Students In Different Educational Institutions

In the rapidly evolving landscape of education, understanding the factors that contribute to students' academic success is more critical than ever. This study aimed to conduct a comparative analysis of the meaning of life, academic motivation, learning styles, study habits, and academic achievement between university and college students across different educational institutions. Using a sample of 800 participants, equally divided between university and college students, data were collected through validated questionnaires, including the Purpose in Life Test, Academic Motivation Scale, VARK Learning Styles Questionnaire, and Study Habits Inventory. Academic achievement was assessed using students' GPA records and their most recent semester results. Descriptive statistics, independent samples t-tests, and correlation analyses were employed to analyze the data. The results indicated that university students exhibited significantly higher levels of meaning of life, academic motivation, and study habits compared to college students. Positive correlations were identified between meaning of life and academic motivation, as well as between study habits and academic achievement, suggesting that these variables are interlinked in influencing student performance. Furthermore, regression analysis demonstrated that academic motivation, learning styles, and study habits significantly predicted the meaning of life in students, accounting for 62% of the variance. The study's findings underscore the importance of fostering educational practices that enhance intrinsic motivation, promote a sense of purpose, and support effective study strategies in students. These insights are crucial for educators, policymakers, and institutions aiming to create learning environments that facilitate both academic success and personal development. Limitations of the study include its reliance on self-reported data and the relatively homogenous sample, suggesting that future research should focus on more diverse populations and longitudinal approaches to understand the long-term effects of these educational factors on student outcomes.

Analysis of Geometry Thinking Ability Reviewed from Student Learning Style

The research was conducted at one of the universities in Banten. Even semester, a sample of all students majoring in mathematics education, which totaled 88 students, was taken. The data collection approach involves learning style questionnaires, geometric thinking skills exams, and interviews, and the research method is qualitative. Qualitative data analysis follows a three-stage flow model: data reduction, data presentation and conclusion, and verification. The research problems are: 1) how students learn during online learning, and 2) how students' geometry thinking skills are reviewed from their learning style. The results of the study concluded that students more have auditorial learning style during online learning. Then based on the ability to think geometry, students are seen from the mastery of fundamental geometry skill indicators and reviewed from their learning style. Known students with visual learning styles master visual indicators and drawing but lack master verbal, logical, and applied indicators. Furthermore, students with an auditorial learning style show mastery of logic and applied indicators but lack mastering visual, verbal, and drawing indicators. Students with kinesthetic learning styles show mastery of drawing and applied indicators but lack mastering visual, verbal, and logic indicators.

An Analysis of Students’ Mathematical Reasoning in Solving Probability Problems Judging from Learning Styles: The Converger

[Background] Several challenges are encountered by students when attempting to solve probability problems, one of which relates to reasoning about the given problem scenario. This phenomenon may arise due to variations in students’ learning styles. [Objective] Thus, the current study aimed to examine students’ reasoning abilities when dealing with probability problems, focusing on those with converging learning styles. [Method] This study employed a qualitative method, involving two students with a converging learning style who were invited to solve reasoning tasks. Three instruments were utilized: learning style questionnaire, mathematical reasoning tasks, and semi-structured interviews. The research data was analyzed through data reduction and display. [Results] The study’s findings revealed that, in solving probability problems, convergers (students with a converging learning style) primarily relied on imitative reasoning. These students demonstrated four patterns. First, they accurately and comprehensively articulated known information from a question and correctly identified the question being asked. Second, they possessed a conceptual understanding of probability but provided inaccurate explanations regarding arithmetic sequences. Although they could devise problem-solving strategies, their articulation of these strategies lacked precision. Third, they utilized the concept of probability and employed problem-solving strategies to solve the given problem and explain the steps involved in reaching the solution. Four, they derived answers from problem-solving strategies and drew accurate conclusions, often exhibiting a tendency to trust their answers and subsequently verify them. [Conclusions] Students with converging learning styles predominantly used imitative reasoning when solving probability problems.

Analysis of Students’ Errors in Solving Contextual Problems Based on the Learning Style

This research is descriptive using a qualitative approach, which has the aim of describing the errors that students have made when solving contextual problems. Error analysis was carried out using Newman's indicators and reviewed based on student learning styles. The research subjects of class VII MTs Miftahul Ulum were three students, the selection of subjects was based on filling out a learning style questionnaire. Data collection methods in this study were written tests, questionnaires, and interviews. Data analysis in this study is data reduction, presenting data, and drawing conclusions. Based on the results of the study, it was found that (i) students with visual learning style showed signs of error in process skills and in writing the final answer (ii) students with auditory learning style showed signs of error in process skills indicators and writing the final answer (iii) students with kinesthetic learning style showed signs of error in understanding indicators, process skills and writing the final answer. The factors that cause students to make mistakes are that students usually make mistakes for two reasons, namely they have minimal knowledge of the material and they rarely practice contextual problems or other problems.

The Analysis 0f Writing Science Communication Skills Reviewed From The Distribution of Students' Learning Styles of Grade X

This study aims to analyze science communication skills in writing based on the distribution of learning styles. The research is a quantitative descriptive study. The population consists of 347 tenth-grade students, with a sample of 186 students. Sampling was conducted using stratified random sampling techniques. The instruments used include a portfolio sheet with practical reports and a learning style questionnaire. To analyze science communication skills in writing based on learning style distribution, the collected data were analyzed using descriptive statistical techniques with Microsoft Excel. The results show that the average science communication skills in writing, categorized by learning style, are rated as very good, with a percentage of 81%. This indicates that visual learning style dominates and significantly contributes to the science communication skills in writing among tenth-grade students at SMA Negeri 4 Tanjungpinang. In other words, students with a visual learning style demonstrate very good performance in written science communication

Time to sense biofield (Prana) experiences between hands: A preliminary single blinded randomized placebo controlled trial

Aims There is minimal research on the duration of biofield experiences. This preliminary study used the experiential learning practice of Master Choa Kok Sui's hands sensitisation to determine the duration to experience biofield sensations in between hands and to find the relationship between learning style preferences and biofield sensations. Methods This randomized placebo controlled, single blinded trial included 88 male and female pre-service teachers, aged 22.8±1.2 years. Participants completed a ruler drop test for reaction time, and Six Letter Cancellation test for measuring attention, learning style questionnaire for preferred method of learning, before randomization. The experimental (hands facing each other as introduced by Master Choa Kok Sui) and sham (hands facing opposite) groups practiced hands sensitisation. A semi-structured questionnaire was provided to gather information about biofield sensations and the time it took to experience these sensations between the hands. Results All (N=44) the participants in the experimental group and 13 participants in the sham group reported experiencing biofield sensations. A significant difference was noticed in experiencing magnetic (X2 = 38.247, p ≤ .001), physical sensations of energy (X2 = 12.02, p ≤ .001) and pain (X2 = 62.259, p ≤ .001) among the experimental and sham group . In the experimental group, the average time taken to first experience magnetic sensation, other biofield sensations and temperature variation was 34.84±12.97seconds, 40.28±20.96 seconds and 42.50±19.79 seconds, respectively. Minimum time taken to first experience biofield sensation was 5 seconds and lasted up to study duration of 120 seconds. There was no correlation found between reaction time, sustained attention, and the time needed to experience biofield sensations. Conclusions This study highlights importance of Master Choa Kok Sui hand sensitization in controlled setting revealing differences in experiences of various biofield sensations, showing valuable time-related insights and variability of sensation based on preferred learning.

MATHEMATICAL REPRESENTATION ABILITY OF HIGH SCHOOL STUDENTS IN SOLVING PROBABILITY MATERIAL PROBLEMS BASED ON HONEY MUMFORD LEARNING STYLE

This study aims to describe the mathematical representation ability of grade XII high school students in solving permutation subsubject probability material problems based on Honey Mumford's learning style. This type of research is qualitative research with a descriptive method. The data collection techniques used were Honey Mumford's learning style questionnaire, mathematical representation ability test, and interview. The source of data in this research is grade XII students of science 5 MAN 2 Pamekasan for the 2023/2024 school year. The subjects selected were 2 students who each had a theorist learning style and an activist learning style based on questionnaires and considerations with mathematics teachers. The data analysis techniques used are data reduction, data presentation, and conclusion drawn. The results of the study show that students with a theorist learning style can meet all indicators in the aspect of representation, both visual, symbolic, and verbal representation. Meanwhile, students with activist learning styles have not been able to meet the indicators in the aspect of visual representation but can meet all indicators in the aspect of symbolic representation and verbal representation.

Analysis of Middle School Students' Learning Styles for Differentiated Learning in Mathematics Lessons

The aim of this research is to obtain a description of students' learning styles in studying mathematics. Learning style questionnaires and in-depth interview methods were used in this qualitative descriptive research design. Thirty class VIII students from one of the middle schools in Majalengka Regency were used as research subjects. An interview guide and a Google form-based learning style questionnaire were used as research instruments. The data analysis approach used is data reduction, data presentation, and drawing conclusions. The results of the analysis show that 17% of Class VIII students in one of the middle schools in Majalengka Regency have a kinesthetic learning style, 53% have a visual learning style, and 30% have an auditory learning style. These findings indicate that the visual learning style is the most common type of learning. To develop differentiated learning, teachers and schools must consider the different learning styles and needs of students.

Incidental Learning of Collocations Under Different Input Modes and the Mediating Role of Perceptual Learning Style.

This study investigated how input modes (reading vs. listening) and learners' perceptual learning style (visual vs. auditory) affected the incidental learning of collocations. A total of 182 college students were first assigned to either a visual or auditory group based on their performance on a perceptual learning style questionnaire. Each style group was subsequently subdivided into three groups who were exposed to a series of texts containing unfamiliar collocation items under one of the input conditions: written input, aural input, or no input. Results of the study indicated that both written and aural input led to gains in collocational knowledge, and aural input was more effective than written input. Furthermore, the study provided empirical evidence that there was a moderating role of perceptual learning style on incidental collocation learning. The auditory learners under aural input showed the highest rate of collocation learning among all treatment subgroups.

Pengaruh Gaya Belajar Terhadap Kemampuan Penalaran Matematis Siswa SD 5 Mejobo

This research aims to examine the influence of learning styles on students' mathematical reasoning abilities at SDN 5 Mejobo. The learning styles studied include three main categories, namely auditory, kinesthetic and visual. Mathematical reasoning abilities are measured through tests that cover various aspects of reasoning such as identifying patterns, making generalizations, and solving mathematical problems logistically. This research uses quantitative methods with a survey approach. The research population was all 6th grade students at SDN 5 Mejobo, totaling 12 students, and the entire population was used as a sample population using saturated sampling techniques. Data was collected through a learning style questionnaire adapted from the VARK model and a mathematical reasoning test that refers to NCTM standards. Data analysis was carried out using regression and correlation analysis techniques with the help of SPSS software. The research results show that learning style does not have a significant influence on students' mathematical reasoning abilities (value 0.030 > 0.05). These findings indicate that individuals' learning style preferences do not determine their mathematical reasoning abilities. Therefore, it is recommended that other factors such as teaching methods, learning motivation, and learning environment be considered in an effort to strengthen students' mathematical reasoning abilities. It is hoped that this research will provide insight into the development of learning strategies that are more efficient and meet student needs.

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.

Geometry ability in Senior High School Students: Based on Learning Style

Geometry becomes an important component in mathematics which is learned by students at every stage. Learning style is one of the factors that influence students' geometry abilities. Therefore, it is important to describe how students' geometry abilities are viewed from learning styles. This research is quantitative descriptive research. The instruments used were a learning style questionnaire and a van hiele thinking test (VHGT). The data analysis technique used is descriptive statistical techniques with percentages, namely data from geometry tests that are successfully collected and then analyzed using a category assessment scale. The instruments used were the learning style questionnaire and the Van Hiele thinking test (VHGT). The research subjects were 276 high school students from eleven different schools in West Sumatra with the dominant learning style being visual as many as 104 students, followed by auditory as many as 98 and kinesthetic as many as 74. The results showed that the average students' geometric ability was 47.4 (on a scale of 0-100). In addition, students with a visual learning style have a higher average geometric ability compared to other learning styles. Therefore, it is hoped that teachers can consider using learning models that apply the Van Hiele level of thinking and the dominant learning style in geometry classes, for example by integrating technology.

Learning Styles and Academic Performance of IP Learners

Learning styles are determined by how individuals approach learning, understanding, and remembering information. The researcher employed descriptive type research. The respondents of the study were composed of one hundred twenty-nine (129) Grade V and VI learners of Manolo Fortich District IV namely, Impakibel Elementary School and Santiago Integrated School. The researcher selected the respondents through universal sampling method. The researcher adopted the learning style questionnaire of Ramos and Lopez (2020). Data were evaluated employing mean and standard deviation. Pearson Product Moment Correlation was used to distinguish the significant relationship between the learning styles and academic performance of IP learners. The study revealed that Visual Learning Styles was highly preferred learning style by IP learners. Kinesthetic Learning Style was undecided by IP learners. Furthermore, there is no significant relationship between auditory and visual learning style and academic performance. However, kinesthetic learning style and academic performance of IP learners have a significant relationship. Thus, teachers may design classes and activities that suit to the learning style preference of their learners. Therefore, action research is recommended

Kemampuan Komunikasi Matematis Siswa SMP ditinjau dari Gaya Belajar

Taking into account auditory, visual, and kinesthetic learning modalities, this research animed to evaluate students mathematical communication abilities on the subject of Two Variable Linear Equation Systems. This qualitative study surveyed six junior high school students from the city of Sukabumi. The tools used for this study were a written exam to evaluate mathematical communication abilities and a learning style questionnaire. Mathematical communication skills are the basis of the learning style questionnaire. These skills include the ability to draw connections between mathematical ideas and real word objects, images, and diagrams to explain mathematical concepts, situations, and relationships in writing and to express events or ideas using mathematical symbols or language. Communication abilities are excellent among students with low visual learning styles, as are those with high visual learning styles, according to the study’s findings. The communication abilities of pupils whose learning style is mostly auditory are good, while those whose learning style is predominantly visual are poor. The same holds true for students communication abilities, those who learn best via movement tend to have excellent ones, while those who learn best by sitting still tend to struggle. Knowing one’s own learning style is crucial for pupils to enhance their mathematics communication abilities

Time to sense biofield (Prana) experiences between hands: A preliminary single blinded randomized placebo controlled trial

Aims There is minimal research on the duration of biofield experiences. This preliminary study used the experiential learning practice of Master Choa Kok Sui's hands sensitisation to determine the duration to experience biofield sensations in between hands and to find the relationship between learning style preferences and biofield sensations. Methods This randomized placebo controlled, single blinded trial included 88 male and female pre-service teachers, aged 22.8±1.2 years. Participants completed a ruler drop test for reaction time, and Six Letter Cancellation test for measuring attention, learning style questionnaire for preferred method of learning, before randomization. The experimental (hands facing each other as introduced by Master Choa Kok Sui) and sham (hands facing opposite) groups practiced hands sensitisation. A semi-structured questionnaire was provided to gather information about biofield sensations and the time it took to experience these sensations between the hands. Results All (N=44) the participants in the experimental group and 13 participants in the sham group reported experiencing biofield sensations. A significant difference was noticed in experiencing magnetic (X2 = 38.247, p ≤ .001), physical sensations of energy (X2 = 12.02, p ≤ .001) and pain (X2 = 62.259, p ≤ .001) among the experimental and sham group . In the experimental group, the average time taken to first experience magnetic sensation, other biofield sensations and temperature variation was 34.84±12.97seconds, 40.28±20.96 seconds and 42.50±19.79 seconds, respectively. Minimum time taken to first experience biofield sensation was 5 seconds and lasted up to study duration of 120 seconds. There was no correlation found between reaction time, sustained attention, and the time needed to experience biofield sensations. Conclusions This study highlights importance of Master Choa Kok Sui hand sensitization in controlled setting revealing differences in experiences of various biofield sensations, showing valuable time-related insights and variability of sensation based on preferred learning.

AN ANALYSIS of MATHEMATICAL PROBLEM SOLVING PROCESS BASED on LEARNING STYLE

This research aimed to describe the process of solving mathematical problems based on the learning style of class VII students at SMP Negeri 1 Dobo. The subjects in this study consistend of three students, consisting of one students, consisting of one student with an auditory dominant learning style (SA), one student with a kinesthetic dominant learning style (SK), and one student with a visual dominant learning style (SV). Determining research subjects was carried out by distributing learning style questionnaires to 32 class VII students and then analysing them. The results of the research show that the process of solving mathematical problems is as follows: 1) SA was able to understand the given problem very well and find the correlation between recognized information and prior concept. Thus, SA could solve the problem correctly with considerably systematic solving steps; 2) SK was able to understand the given information very well and designa structured problem-solving step. However, during the implementation of the step, SK directly entered numbers without writing down the complete equation in advance; 3) SV lacked understanding the given problem and hence often asked other students how to solve the problem. Nevertheless, after several times recalling the previously learned concepts, SV started to solve the problem correctly by using a comparison and difference table. After getting the answer, SV rechecked the mathematical problem-solving process several times in order to ensure the final answer.

Analysis of Students' Mathematical Concept Understanding Ability on Circle Material Based on Learning Style

This research aims to analyze students' mathematical concept understanding ability in solving circle material problems by considering learning styles. The method used in this research is qualitative method with descriptive approach. This research was conducted on students of class XI Culinary 1 at SMKN 6 Semarang which amounted to 36 students. Data were collected through mathematical concept understanding test and student learning style questionnaire. The subjects in this study were three students who represented each student's learning style. The techniques used to collect data were observation, mathematical concept understanding ability test, interview and documentation. The results showed variations in learning styles and variations in students' mathematical concept understanding abilities in solving circle material problems. Learners with visual and auditory learning styles tend to have better understanding abilities in solving the problem, while learners with kinesthetic styles show different patterns. So it can be concluded that the learning style of learners can affect students' mathematical understanding ability in solving circle material problems, therefore the importance of recognizing the learning style of students in the mathematics learning process. Each learner with a different learning style has a different mathematical concept understanding ability, so an approach that is in accordance with the characteristics of learners is needed to improve students' mathematical concept understanding ability.

Analisis Kesulitan Siswa Dalam Menyelesaikan Soal Materi Trigonometri Ditinjau Dari Gaya Belajar

According to the OECD, the 2018 PISA results state that 71% of Indonesian students experience difficulties when faced with conditions that require them to solve problems by applying mathematical concepts, so they fail to achieve minimum competitive ability in mathematics. Based on the observations of researchers, there are MAN 1 Gresik students who have difficulty in solving trigonometric problems because they think that this material is too much memorizing formulas. This study used learning style questionnaires, test questions, and interviews to collect data in order to find out students' difficulties in solving trigonometry problems in terms of students' learning styles. The results obtained from this study include: 1) The difficulties of auditorial subjects are the inability to remember the steps of proving trigonometric identities; the basic concepts of trigonometric comparisons and the Pythagorean Theorem, unable to recognize mathematical angle symbols, less careful in calculating powers and calculating fractions, and the inability to draw conclusions. 2) The difficulties of kinesthetic subjects are the inability to remember the steps of proving trigonometric identities and the Pythagorean Theorem, the inability to recognize mathematical angle symbols, and less careful in calculating powers and calculating fractions; 3) The difficulties of visual subjects are the inability to remember the steps of proving trigonometric identities, the inability to recognize mathematical angle symbols, and the inability to draw conclusions.