Predominant Learning Style Research Articles

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

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

The Influence of Learning Style, Gender on Coqnitive Learning in Private Madrasah Aliyah

This study aims to explain how gender and learning style influence class XI students' cognitive physics learning outcomes at Madrasah-based Islamic boarding schools. This study included 459 students as participants. In order to obtain 96 students, samples were taken using random sampling methods. The information assortment instrument utilized a survey and documentation of PAS results (End of Semester Evaluation) as essential information, which was dissected subjectively and distinctly utilizing the Kruskal-Wallis test and Kendall's Tau relationship test. The consequences of this study show that the distinction in orientation learning styles isn't huge, with the predominant learning style possessed by understudies, in particular of the three existing learning styles, being specific visual, hear-able, and sensation. The connection between people's learning styles and mental learning results shows a powerless relationship.

Relationship between learning styles and clinical competency in nursing students

BackgroundThe acquisition of clinical competence is considered the ultimate goal of nursing education programs. This study explored the relationship between learning styles and clinical competency in undergraduate nursing students.MethodsA descriptive-correlational study was conducted in 2023 with 276 nursing students from the second to sixth semesters at Abhar School of Nursing, Zanjan University of Medical Sciences, Iran. Data were collected using demographic questionnaires, Kolb’s learning styles, and Meretoja’s clinical competence assessments completed online by participants. Data were analyzed using SPSS version 16, employing descriptive statistics and inferential tests (independent T-test, ANOVA, Pearson correlation) at a significance level 0.05.ResultsThe predominant learning styles among nursing students were divergent (31.2%), and the least common was convergent (18.4%). The overall clinical competency score was 77.25 ± 12.65. Also, there was a significant relationship between learning styles and clinical competency, so the clinical competency of students with accommodative and converging learning styles was higher. (P < 0.05).ConclusionThe results of this study showed the association between learning styles and clinical competence in nursing students. It is recommended that educational programs identify talented students and provide workshops tailored to strengthen various learning styles associated with enhanced clinical competence.

Preferred Learning Methods among First-year Medical Students: A Cross-Sectional Descriptive Study

Background. Understanding how learners process and organize new experiences and acquire information is one of the critical factors affecting the effective teaching and learning. Therefore, the objective of this study was to investigate the perception and processing of information by first-year medical students. Methods. In this cross-sectional study, the convenience sampling method was adopted to select and investigate 180 first-year medical students of Tabriz University of Medical Sciences in the 2nd semester of the academic year 2022-2023. Data were collected using a questionnaire consisting of two parts – demographic factors and Kolb's learning styles inventory (LSI). The collected data were analyzed using SPSS-25 and applying descriptive statistics, Chi-square (χ2), t-test, and one-way analysis of variance (ANOVA). Results. According to the results, students preferred the learning method of Abstract Conceptualization (33.89 ± 7.44), followed by active experimentation (29.85 ± 9.77), reflective observation (29.77 ± 8.64), and concrete experience (26.49 ± 9.32). The predominant learning styles adopted by the students were assimilating (38.3%), converging (32.2%), diverging (22.8%), and accommodating (6.7%). No significant differences were found between students' preferred learning methods and demographic variables (i.e., gender, marital status, age, and residential status) (P&gt;0.05). Conclusion. It was concluded that the dominant learning style was not an exclusive factor in predicting educational achievement. It was recommended that the teachers should take their students' learning preferences into account when designing learning opportunities.

Visualizing Learning: Evolution of Styles and Pedagogical Strategies in Teacher Education

This study investigates the relationship between learning styles and the teaching-learning process in university students of Primary Education, utilizing the Felder and Silverman model. A descriptive and statistical analysis of learning styles (visual, auditory, and kinesthetic) among 157 students was conducted using Google Forms surveys and SPSS analysis. The results show a predominance of the visual style, suggesting that teaching methods commonly used by faculty may have influenced the modification of students' Learning Styles to include more visual resources. The absence of the kinesthetic style is discussed, thus raising the hypothesis to be tested in ongoing studies that traditional educational methodology may influence the evolution of learning styles. This study highlights the importance of recognizing and adapting teaching strategies to predominant learning styles to enhance the effectiveness of the educational process. The findings suggest the need to integrate more visual resources into teaching while considering the variability and potential evolution of learning styles due to the educational methodology employed.

Preferred Learning styles among Junior High School students Using non Cognitive Diagnostic Assessment

Every student possesses individual learning styles, making it crucial to examine their preferred approaches as a means of designing courses and implementing effective instructional methods. The aim of this research endeavor was to identify the predominant learning style among junior high school students, along with discerning any gender-related associations with specific learning styles. Employing a descriptive quantitative research methodology, data were collected from 97 participants via non-cognitive diagnostic assessments. The results revealed that the visual learning style emerged as the most favored choice, with a prevalence rate of 60.8%. It was followed by the auditory style (12.4%), kinesthetic style (9.3%), visual-auditory style (7.2%), visual-kinesthetic style (7.2%), and auditory-kinesthetic style (3.1%). In terms of gender distribution, a significant majority of male students exhibited a preference for the visual style (42.3%), while the visual style also predominated among female students (18.6%). These findings hold valuable implications for fostering pedagogical excellence. Based on these results, educators are strongly advised to embrace diverse teaching methods and design multifaceted activities that encompass and accommodate the different learning styles exhibited among students.

Examining the nexus between learning modalities and scholarly performance in 1st-year medical students

Background: The visual-aural-read/write-kinesthetic (VARK) questionnaire is a pre-eminent, accessible, and rigorously validated instrument that facilitates students in discerning their learning predilections. Nonetheless, the interrelation between VARK learning styles and scholastic achievement remains largely uncharted. Visual learners excel with diagrams, graphs, and flowcharts; auditory learners prefer aural information; read/write learners engage with textual material; and kinesthetic learners thrive through experiential learning and practical applications. This investigation endeavors to elucidate the correlation between predominant learning styles and the academic performance of 1st-year medical students in both theoretical and practical contexts. Aims and Objectives: The aims and objectives of the study are to scrutinize the correlation between distinct learning modalities (VARK) and academic performance among 1st-year medical students at GMERS Medical College. Materials and Methods: Subsequent to ethical sanction, 1st-year MBBS students from the 2021 cohort were solicited to partake in this cross-sectional, educational institution-based, temporally constrained study. Students who withheld consent were excluded. The investigation was executed in three phases. In the initial phase, the VARK 8.1 questionnaire was disseminated to 189 students to ascertain their learning styles, concomitant with the collection of demographic data. The VARK questionnaire encompasses 16 multiple-choice questions, each corresponding to a specific sensory learning modality. The modality with the highest score was designated as the student’s preferred learning style. In the second phase, preliminary examination scores (theoretical and practical) for physiology, anatomy, and biochemistry were recorded. In the third phase, direct, in-depth interviews were conducted to rectify any data discrepancies or ambiguities regarding learning style preferences. Results: Among the participants, 61 out of 104 males and 51 out of 85 females exhibited a predilection for the kinesthetic learning style as their unimodal preference. The second most prevalent preference among males was visual, whereas females favored aural learning. Merely two males and no females identified as read/write learners. Correlation coefficient analysis revealed a robust association between visual learning scores and academic performance across both genders. High achievers predominantly favored the visual modality. Conversely, the aural and read/write modalities exhibited weak or negligible correlation with academic performance. Despite the prevalence of the kinesthetic modality among both male and female students, it only demonstrated a tenuous association with biochemistry scores. For male students, a moderate correlation was observed in anatomy and biochemistry. Conclusion: This study intimates that the preponderance of students prefers the kinesthetic learning style. Nevertheless, there exists a significant correlation between visual learning styles and academic performance in both male and female students.

Analysis of Students' Learning Styles in Biology Subjects at Madrasah Aliyah Raudlatus Syabab Sukowono Jember

This study aimed to delineate the learning style profile of class XI IPA 2 students during biology lessons at Madrasah Aliyah Raudlatus Syabab Sukowono. The research was conducted at Madrasah Aliyah Raudlatus Syabab, located at Jl. KH. Ahmad Syukri No. 02, Sumber Wringin, Kec. Sukowono, Kab. Jember, East Java. This study employs a quantitative descriptive approach. This research techniques involve collecting, recording, presenting, and verifying data. The participants in this study consisted of students from class XI IPA 2 and teachers specializing in Biology. The purposive sampling approach is used for selecting subjects or data sources. The data collection methods employed in this research comprise interviews, questionnaires, observation, and documentation. The research findings indicate that the predominant learning style among students studying biology at Madrasah Aliyah Raudlatus Syabab Sukowono Jember is visual, with 7 individuals (50%) exhibiting this style. This is followed by kinesthetic, with 4 individuals (29%), and auditory, with 3 individuals (21%). Teachers should possess the ability to establish a varied educational setting and integrate learning techniques that encompass the utilization of visuals and graphics, verbal explanations and discussions, as well as experiments and physical activities in order to cater to the diverse learning styles of students.

Learning and Teaching Styles in The Graduate School Education: Identifying, Analyzing, and Facilitating

This research study, conducted within the past year, delved into the intricate interplay between learning and teaching styles in the context of graduate school education. Employing a mixed-methods approach, the study sought to identify, analyze, and facilitate the alignment of these styles to enhance the quality of graduate education. The investigation began with an exploration of the predominant learning styles among graduate students, revealing a diverse spectrum including diverging, assimilating, converging, and accommodating preferences. This diversity highlighted the importance of recognizing individual differences in learning styles within this student cohort. Educators in graduate schools employed a range of teaching styles and pedagogical approaches, including lectures, case studies, group discussions, and hands-on experiments. The diversity of teaching methods demonstrated a willingness among educators to adapt to varying learning needs and promote student engagement. However, the study unveiled a significant finding: there was not always perfect alignment between students' learning styles and educators' teaching styles. This misalignment emphasized the need for greater awareness and adaptation to cater to the diverse learning preferences of graduate students. The impact of this alignment, or lack thereof, was evident in student engagement and academic performance. When there was congruence between learning and teaching styles, students reported higher levels of engagement and satisfaction. Diverse teaching methods challenged students and prepared them to adapt to varying educational environments. Academic performance was notably influenced by the degree of alignment between learning and teaching styles, emphasizing the significance of tailored teaching approaches. The study concludes with a set of recommendations aimed at optimizing the alignment between learning and teaching styles in graduate school education. These recommendations encompass faculty pedagogical training, flexible curriculum design, student-centered learning, regular assessment and feedback mechanisms, faculty collaboration, technology integration, awareness campaigns, mentorship programs, research and assessment initiatives, and the promotion of inclusive learning environments. In summary, this research underscores the complex and dynamic relationship between learning and teaching styles in graduate education. Recognizing the diversity of learning preferences among graduate students and promoting adaptability in teaching methods are critical steps toward optimizing the graduate education experience. The findings contribute to ongoing discussions on pedagogical practices and their impact on student success in graduate school education, offering valuable insights for educators, administrators, and policymakers.

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

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

Estilos de aprendizagem de estudantes de graduação de diferentes profissões da saúde de uma instituição

Abstract: Introduction: The concept of “learning styles” derives from theories postulating that students learn by following diverse pathways and that learning is more effective when the adopted teaching strategies more closely match specific student characteristics and learning preferences. Objectives: To determine, in first-year students attending different undergraduate courses in the health area at the same higher education institution, the frequency of different learning styles, categorized according to the four dimensions of Felder &amp; Soloman (FS) model, and to detect any differences associated with the type of course and gender. Method: The study population (N=283; 190 women) consisted of first-year students attending the Medicine, Biomedical Sciences, Physical Therapy, Speech-Language Pathology, Nutrition and Metabolism, and Occupational Therapy courses, with 68.2% of them aged between 18 and 20 years. The students answered a sociodemographic characterization questionnaire and the FS Index of Learning Styles (ILS) questionnaire, which allowed determining the frequencies of the different learning styles and their associations with the type of undergraduate course and gender. Results: the student group showed a predominance of “Sensory”, “Visual”, “Reflective” and “Sequential”, learning styles, in the “Perception”, “Input”, “Processing” and “Understanding” dimensions of learning, respectively. There was no statistically significant difference in terms of learning styles, in any of the dimensions, that could be associated with the type of course and gender, although women showed a significant predominance of the “Reflective” style in the “Processing” dimension. Conclusion: It was not possible to establish significant differences between the different undergraduate courses in the health area, or between men and women, regarding the students’ predominant learning styles, although women showed a significantly higher frequency of the Reflective style. These findings must be considered when planning learning activities and, mainly, in pedagogical support, giving students the opportunity to learn about their learning styles and helping them to better adapt to the strategies employed in each institution.

Interaction of teaching styles with learning styles in university students: Case of Universidad de la Costa – Colombia

The objective of the study is to determine the relationship between teaching styles and learning styles in university students; through a correlational study, in a population of 40 professors and 170 university students (Case of Universidad de la Costa – Colombia). For learning styles, Kolb's learning styles instrument was used; and for teaching styles, the Teaching Styles Questionnaire was used, a standardized test designed under the methodology of the Evidence-Based Model and oriented to monitor the development of critical reading, written communication, citizenship competencies, quantitative reasoning and English. The resulting data were organized in a spreadsheet and processed using Statgraphics and R. The results show that the gender of the participants is not significant in the study; the predominant learning style of the students is the Accommodator, which is characterized by a better performance in concrete experience and active experimentation. As for the correspondence between learning styles and teaching styles, there is a strong relationship between them.

Virtual learning environment and its relationship with worker characteristics and occupational accident rates.

Information and Communication Technologies (ICT) have been employed widely in Occupational Health and Safety Management Systems training programs. However, it is necessary to investigate the influence and workers characteristics to ensure effectiveness. The study presents the relationship between demographic characterization and learning styles with the satisfaction and approval of a training course for teachers through virtual modality and the incidence in accident indicators of an educational institution. Analytical and longitudinal study. In 2019, 385 teachers participated in a virtual course on falls prevention. Learning styles were surveyed and records of teachers' entrance and approval of the course were consolidated. The evaluation of the course by teachers was reviewed and the behavior of accident frequency and severity indicators were analyzed comparing 2018 and 2019. To determine significant relationships, Cramer's V was applied for learning styles and demographic characteristics with access and course approval. ANOVA was applied for the demographic variables and the evaluation given by teachers to the course. T-test was used to compare the average values of the indicators for the period 2018-2019. Statistical relationships were found between the predominant learning style and access (P < 0.01) and approval (P < 0.01). Educational level of the population with access (P < 0.05) and course approval (P < 0.01). In addition to the age range and the rating given to the methodology applied in the course (P < 0.05). No differences were found between the values of the indicators. By identifying significant relationships between learning styles and demographic characteristics of the working population and the use of virtual learning environments, it is important to continue researching the influence of workers' characteristics and didactic methodologies for the design of virtual learning environments that encourage workers to follow safe procedures during their work.

Learning Styles and Academic Achievement of Tribal Students

Access to education for all is a hurdle task for a vast country like India. It is extra difficult when we consider the remote hamlets of tribal people. Tribal education was given prime importance by the different educational policies throughout the time. There are different issues like language, culture, lack of awareness, and so on, which are threat to achieving the goal. The educational goals mostly would not get fulfilled in the schools of tribal area. This may be related to the learning styles of tribal students as there is a close association between the learning styles of students and their academic achievement. In this context, the researcher studied the learning styles used by the tribal students in Alluri Sitarama Raju (ASR) district of Andhra Pradesh state, to identify the predominant learning style of tribal students. This article also discusses about the relation between learning styles and academic achievement of the students. If the student identifies their learning styles, it will help them to plan their way of learning. Similarly, if the teachers identify the learning styles of students, teaching learning activities could be planned accordingly.

A visual thinking strategy enhances an undergraduate human physiology course offered by a Peruvian Pharmacy and Biochemistry School

Background: This study focuses on enhancing student success in an undergraduate human physiology course offered by the Department of Pharmacy and Biochemistry at the National University of Trujillo (UNT), Peru. This study was motivated by a retrospective view of student performance during the academic years 2008 to 2016, in which only a low percentage of students were able to successfully pass the course. Method: In 2017, a questionnaire on visual-auditory-kinesthetic learning styles (VAK) revealed that the predominant learning style among students was visual-auditory. Thus, a Visual Thinking student-centred learning strategy was tested and implemented. Results: A noticeable improvement in student success, class participation, and student engagement were observed and linked to the novel learning system adopted. Also, Visual Thinking allowed students to engage in activities that make visible the processes of their creative thinking by laying their ideas graphically, rather than merely showing the conclusions of their thinking.

Identification of learning styles among undergraduate nursing students

Background: This study aimed at identifying Learning styles of Undergraduate Nursing Students.&#x0D; Methods: Participants were 98 first year Nursing Students at selected College of Nursing. A structured questionnaire was used to collect baseline data of students and their family, details on their Study habits, Sleep pattern and School performance. Learning Styles Inventory was used to collect data on type of Learning Style of students. Results: Findings revealed that, the predominant learning style of 51(50%) undergraduate nursing students was Visual style followed by Auditory 25(25.5%) and Tactile 8(8.2%). A small proportion of nursing students preferred a combination of different learning styles. It was found that, there was a significant association between the frequency of library usage per week among undergraduate nursing students and their learning style at p&lt;0.05 level. Findings also revealed that, there was no association between the Learning styles of undergraduate nursing students and their demographic variables. None of the other variables regarding the study habits and grades in school had any association with the learning styles of the nursing students. Conclusion: Nursing faculty need to be conscious of learning styles to provide the right stimulation for students to be successful.

The Relationship between Learning Style toward Mastery of Concepts and Problem Solving Skill Introduction to Nuclear Physics for Pre-Service Teacher

Many factors that influence the students’ learning achievement include the learning styles. If the teacher presents learning according to the student's learning style, it will have an impact on maximum student learning outcomes. Student learning outcomes could be in the form of problem solving skills and mastery of students' preliminary concepts of nuclear physics. Problem solving ability is an important ability that must be possessed by students in facing the era of the industrial revolution 4.0. Therefore, the purpose of this study was to obtain an overview of learning styles, problem solving abilities and mastery of student teacher concepts for this physics introduction. The method used in this research was a case study with a sample of 35 physics teacher candidates at a private university in the city of Palembang. The learning applied is traditional learning with interactive multimedia-assisted presentation method. The results showed that the predominant primary learning style of nuclear physics students was auditory, while the average problem-solving ability and mastery of preliminary nuclear physics concepts were 89 and 93, respectively, with very high categories. The results of this study become input in the development of the nuclear physics preliminary lecture.

Students’ Predominant Learning Style in EFL Writing Class

Many studies had examined writing strategies in ESL context. However, very few studies examined writing strategies by university students within foreign language learning contexts in Indonesia. Considering that reason, the researcher conducts a survey in EFL context focusing on writing strategies mostly used by 126 students enrolled in essay writing class. This study was conducted by using quantitative method, survey design, and English Writing Strategies Inventory (EWSI) questionnaire as the instruments. The result of this study shows that the predominant learning style of the students are determining the purpose and reading some materials related to the topic before start to write, checking the logical flow through paragraph when writing, and reviewing the writing to look for and correct grammatical errors after writing. It also found that the tendency of students to use EWSI is categorized as high since the frequency of strategy use in each category is high.

TEACHING ELECTRICITY AND MAGNETISM TO HIGH SCHOOL PHYSICAL SCIENCE LEARNERS: THE EFFECTIVENESS OF LEARNING STYLE-BASED INSTRUCTIONS

Recent studies have shown that learners receive and process information differently. As learners learn in various ways, it appears impossible to change each learner\'s learning style in the classroom. Instead, teachers might modify their teaching styles to be more consistent with their learners\' learning styles. This study takes into account the following objectives: first to determine the learning styles of learners; secondly, to determine how much variance in academic performance in electricity and magnetism can be explained by the variation in learning styles when they receive learning style-based instructions; and lastly, to determine learners\' experiences with learning style-based instructions. The study employs a theoretical framework to survey pertinent literature to review relevant literature and present various viewpoints on learning style-based instructions. A mixed-method sequential explanatory strategy was employed to achieve the intended objectives and to answer the research questions \&amp;amp;amp;amp;amp;quot;what is the change in learners\' achievement after experiencing learning style-based instruction?\&amp;amp;amp;amp;amp;quot;. In addition, a purposeful convenience sampling procedure was employed to select two schools from the target population. A total of 205 physical science learners took part in the study. Physical Science Achievement Test (PSAT), interviews and Index of Learning Style Questionnaire (ILSQ) were the primary instruments utilised to collect data. Data analysis was primarily conducted using descriptive and inferential statistics and framework analysis. The results indicate that the predominant learning styles preferences were active, sequential, visual, and sensing. In addition, the study found a significant difference between learners\' achievement when they received learning style-based instruction in the physical sciences classroom. In light of the findings of this research, this study recommends that teachers assess the learning styles and modalities of their learners to create a teaching-learning plan that best suits their needs. Teachers must also consider that learning acquisition varies; instructions, activities, and learning materials must be altered to facilitate smooth delivery and effective instructional objectives. In addition, the study findings could help teachers become more sensitive to the differences learners bring to the classroom.

The Preferred Learning Styles Among the Undergraduate Dental Students at Foundation University College of Dentistry, Islamabad

Objective: To determine the preferred learning styles of undergraduate dental students at the Foundation University College of Dentistry, Islamabad. Methodology: A cross sectional study was conducted at Foundation University College of Dentistry, Islamabad in January 2020 over a period of 2 weeks. On the basis of VARK questionnaire, learning styles of first to final year undergraduate dental students were analysed. The questionnaire consisted of 16 items and identified four different learning styles: visual, aural, reading/writing and kinaesthetic. A total of 132 students were included in this study. The filled out questionnaires were scored according to the VARK tool and then statistically analysed to determine the distribution of different learning styles among students. Results: A total of 126 students out of 132 responded with the response rate of 95.5%. The results showed that the frequency of a single learning style (unimodal) in the study population was 63.5% while the frequency of a combination of different learning styles (multimodal) was 36.5%. The frequencies of bimodal, trimodal and quadmodal learning styles were 26.1%, 6.9% and 3.5% respectively. Among the unimodal learning style kinaesthetic topped the list with a frequency of 27.9% while among the bimodal learning styles auro-kinaesthetic was more frequent accounting for 10.9%. Conclusion: The predominant learning style in our study population was unimodal and had a frequency of 63.5% with kinaesthetic being the chief preference making a major chunk of 27.9% followed by aural learners making up to 20.4%. In bimodal learning styles the most frequent in our study population was auro-kinaesthetic with a frequency of 10.9%.