Learning Style Preferences Research Articles

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.

Preferences of Learning Styles among Non-Accounting Students in Accounting Subject

Preferences of Learning Styles among Non-Accounting Students in Accounting Subject

Improving Soccer Coaching: Considerations of Individual Learning Styles, Intelligence Levels, and Motivation

Problem statement. In the increasingly complex and competitive world of soccer, training approaches that do not consider differences in individual learning styles, intelligence levels, and player motivation can be a serious obstacle in producing quality players. The lack of a holistic coaching approach based on differences in learning styles, intelligence levels, and motivation in training soccer players, which has the potential to hinder the development of optimal soccer playing skills among students, is a specific problem in this study. Purpose. The purpose of this study is to develop a holistic and innovative soccer coaching approach, which not only takes into account differences in individual learning styles and intelligence levels, but also increases player motivation. Thus, it is expected to be able to produce high-quality soccer players and improve the mastery of big ball games in physical education in schools. Methods. This type of research is a Quasy experiment with a study population of 140 men, the sample amounted to 44 male students. The instruments used were soccer playing skills test and general intelligence test. The data were analyzed using two-way analysis of variance with the help of Statistical Package for the Social Sciens 23. Results. The results of the study are as follows: (1) in general, the soccer playing skills of students who learn to use the global method are better than the elementary method; (2) there is an interaction between training methods and intelligence levels on the ability to play soccer; (3) at high intelligence levels, the global method is better than training using elementary learning methods to improve students' soccer playing skills; (4) at low intelligence levels, the elementary method is better than training using the global method in improving students' soccer playing skills. Conclusions. It can thus be concluded that improving soccer training cannot be underestimated without seriously considering individual learning styles, intelligence levels, and player motivation. Based on the findings, a holistic approach that integrates learning style preferences, designs training strategies that match intelligence levels, and understands motivational factors, opens the door to more adaptive and successful soccer learning. Keywords: Methods, Learning, Intelligence, Play, Soccer.

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.

Correlation of health literacy and learning style preference in persons with heart failure

ObjectiveThe purpose of the study was to describe demographic and health literacy correlates of learning style in older adults with heart failure (HF). MethodsCross sectional data on learning styles (VARK Questionnaire, 16 items) and health literacy (S-TOFHLA, 36 items) were collected. Preferred learning style was determined and correlated to health literacy and demographic measures. Results116 participants with heart failure (M age = 75.1 (SD 12.5) years, M health literacy of 19 (SD 11.5). Most identified as male (59 %); with inadequate health literacy (67 %). Thirty percent reported a multimodal learning style preference with a kinesthetic (r = .33, p = .03) and not a visual preference (r = −.49, p < .001). Among unimodal learning styles, the most frequent was kinesthetic (26.7 %). Those with lower literacy levels were older (r = −.44, p = <.001), had less education (r = .48, p < .001) and reported a kinesthetic learning preference (r = .37, p = .001). ConclusionOlder individuals identifying as male, with low health literacy, preferred a kinesthetic approach to HF education. Future research should consider the linkage between education tailored to learning style, health literacy and outcomes. Practice implicationsAssessment of learning style should be completed prior to an educational encounter.

Previous Mode of Education and Future Learning Style Preferences among Medical students: A Cross-Sectional Study

Previous Mode of Education and Future Learning Style Preferences among Medical students: A Cross-Sectional Study

Perceptual Learning Style Preferences (PLSP) and their Relationship with English Foreign Language Achievement

This study aimed at shedding more light on the roles of perceptual learning style preferences (PLSP) on EFL achievement. The study applied quantitative approach and correlational design. Selected using simple random sampling, 180 grade eleven students were participants of the study. The study employed Reid’s (1984) PLSPQ, and students’ semester final exam results to measure PSLP and FLA, respectively. Six units of grade eleven English textbook was as secondary data. Findings of the study revealed that the major PLSP of the students was group followed by visual, minor PLSP, and negligible others four. Moreover, the activities addressed by the teaching material were found incongruent with the perceived learning styles. Furthermore, results of One-way ANOVA confirmed that PLSP is significantly related with FLA. It was implied that the construct PLSP need to be considerably reflected in the instructional materials preparation towards the EFL students’ success. As a mismatch between activities of teaching materials would result in learners’ failure, teaching materials need to be geared towards PSLP dimensions. Teachers are expected to identify students’ ways of learning and apply accommodating strategies to address individual differences in the classroom in terms of PLSP dimensions.

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

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.

Al-Kahfi Puzzle Applies The Vark Learning Style In The Memorization Aspect Among Institut Kemahiran Mara Students

Al-Kahfi Puzzle is an innovative teaching aid that applies Visual (V), Auditory (A), Reading-Writing (R) and Kinesthetic (K) learning styles where it can stimulate and celebrate a variety of diverse learning approaches among students. This innovation focuses on aspect of memorizing the al-Quran, especially in memorizing the first ten verses from surah al-Kahfi. The practice of memorizing this surah is highly recommended in Islam as a way to increase one's faith and piety as well as to seek protection from end-of-life slander. However, students often face difficulties in remembering and experience difficulties in the memorization process. This is related to the correct memorization technique that suits their learning style. Therefore, al-Kahfi Puzzle aims to assist students in enhancing their memorization abilities using an engaging puzzle game that incorporates elements of the VARK approach. The objectives of this study are to identify the dominant student learning style in helping the memorization process using al-Kahfi Puzzle and to examine the effectiveness of using al-Kahfi puzzle in learning sessions for students of Islamic Studies Course at Institut Kemahiran Mara Sungai Petani. This study is qualitative in nature by using questionnaire and focused group discussion (FGD) methods. Based on the findings, al-Kahfi Puzzle meets students' VARK learning style preferences and proves beneficial in enhancing their memorization skills.

Perceptual Learning Style Preferences (PLSP) and their Relationship with English Foreign Language Achievement

This study aimed at shading more light on the roles of perceptual learning style preferences (PLSP) on EFL achievement. The study applied quantitative approach and correlational design. Selected using simple random sampling, 180 grade eleven students were participants of the study. The study employed Reid’s (1984) PLSPQ, and students’semester final exam results to measure PSLP and FLA, respectively. Six units of grade eleven English textbook was as secondary data. Findings of the study revealed that the major PLSP of the students was group followed by visual, minor PLSP, and negligible others four. Moreover, the activities addressed by the teaching material were found incongruent with the perceived learning styles. Furthermore, results of One-way ANOVA confirmed that PLSP is significantly related with FLA. It was implied that the construct PLSP need to be considerably reflected in the instructional materials preparation towards the EFL students’ success. As a mismatch between activities of teaching materials would result in learners’ failure, teaching materials need to be geared towards PSLP dimensions. Teachers are expected to identify students’ ways of learning and apply accommodating strategies to address individual differences in the classroom in terms of PLSP dimensions.

Exploring Learning Style Preferences among University Beginner-Level Paramedical Students

Exploring Learning Style Preferences among University Beginner-Level Paramedical Students

Examining the Learning Style Preferences of Offenders at the Johannesburg Female Correctional Centre, South Africa

This study examined the learning style preferences of offenders at the Johannesburg Female Correctional Centre, South Africa. Followed a quantitative approach and used cross-sectional survey design. Enu-meration sampling technique was applied due to small size of the pop-ulation (n = 571). Data were collected from 402 participants, yielding to response rate of 70.40%. A Kolb Learning Style Questionnaire was used to collect data. Kolb ‘s instrument can assess learning styles and provide a valuable framework for the design and management of learn-ing activities. The results show that many offenders strongly prefer di-verging/reflector learning style. This learning style influence the of-fenders’ learning experiences to a great extent. It is recommended that the South African Department of Correctional Services should consider providing customised training programmes to build the capacity of teachers/facilitators/learning designers so that they are able to ac-commodate the diverse learning styles of offenders during the classes and/or rehabilitation programmes.

Identification of learning style preferences among first year MBBS students using VARK questionnaire

Identification of learning style preferences among first year MBBS students using VARK questionnaire

Assessment of learning levels of students using ‘Dennis Congo study skill inventory’ &amp; evaluation of protocol for slow, average &amp; advanced learners in medical education

: Students starting their medical education congregate from diverse educational environments and varied learning experiences. Hence, they would have developed individual preferences in learning styles for obtaining and refining information. Some students need accelerated approach so that they can learn things in the syllabus at their own speed. While some lack focus and understand topics at a slower pace compared to their peers. The process of assessment of the learning levels of students and conduction of activities for them can open up a new window for the teachers in adopting different teaching learning methods and result in more dynamic classroom interaction. This also paves way for adoption of appropriate strategies to address the concerns of all learners. The study was done with the aim to explore the study skills and determine any correlation between study skills of the students and their academic performance. This is a cross-sectional observational, questionnaire - based descriptive study involving undergraduate students enrolled in medical college. A predesigned, pretested structured and validated questionnaire, the Denis Congo Study Skills Inventory was administered on the sample. Study Skills Efficacy Scores were determined using the same. Learners were categorized as slow, average and advanced based on their scores in the first internal examination. These scores were aligned with the study skills used by the learner and the data was analysed using Microsoft Excel 2010 &amp; IBM SPSS Statistics 28.0.1.1 Windows software to find out any correlation.: It was found that all the six skills included in the Dennis Congo study skill inventory may need to be developed in slow learners with equal emphasis so as to facilitate them in becoming average learners. All the six skills also require improvement in average learners to become advanced learners, however our study shows that more emphasis needs to be laid on the development of skills of note-taking, memory enhancement, test preparation and concentration. Out of these, note-taking and test preparation are skills which might be easier to work on as compared to memory and concentration, as a part of these skills are inherent to the individual. Teachers can play a significant role in helping the students in acquiring the skills. : Factors affecting student academic performances is a multidimensional issue which has to be identified at individual level. Deficient study skills appear to be a statistically significant cause for poor academic performance. With the objective to change the learner’s behaviour, it can be conveyed to learners what exactly is to be accomplished by providing a direction in the planning of a learning activity.This study assesses student learning levels in medical education using the 'Dennis Congo Study Skill Inventory'. It further evaluates a tailored protocol designed for slow, average, and advanced learners, aiming to enhance learning outcomes across diverse proficiency levels."

The effect of motivation on self-efficacy of English department students with mediational effects of learning styles and learning strategies

This study aims to investigate the effect of motivation on self-efficacy among English department students with the mediating roles of learning styles and learning strategies. A 5-point Likert scale questionnaire has been adopted from the Attitude/Motivation Test Battery (AMTB), the Strategy Inventory for Language Learning (SILL) Version 7.0, the Perceptual Learning Style Preference Questionnaire (PLSPQ) and the Academic Self-Efficacy Scales were employed, and 109 students(N=109) took part in the current study. The sampling procedure adopted is voluntary sampling. The questionnaire showed excellent alpha Cronbach's reliability and KMO validity. The regression and mediation analysis conducted on the collected data show a statistically significant positive impact of motivation on self-efficacy through a meditation of learning styles and learning strategies. Therefore, it is highly recommended for students, teachers, and administrators to focus on motivation to increase self-efficacy.

Exploring the relationship between perceptual learning style preferences (PLSP) and foreign language class anxiety (FLCA)

The study investigating a relationship between perceptual learning style preferences (PLSP) and foreign language class anxiety (FLCA) remains limited, particularly regarding specific learning styles most impacted by FLCA and interventions to be tailored to reduce English class anxiety. The study examined the relationship between PLSP and FLCA among 110 grade eleven Mettu Comprehensive High School students. The study employed a PLSP questionnaire (Pashler et al., 2009) and an FLCA questionnaire (Horwitz et al., 1986) as the instruments. Data were collected, statistically analyzed, and interpreted using SPSS version 26. The study’s findings revealed that most participants' FLCA fell to the average higher level while those with group (PLSA-G) PLSP exhibited the least FLCA compared to participants with the individual (PLS-I) with the highest FLCA among the six dimensions of PLSP. Communication anxiety (FLCA-CA) significantly and fear of negative evaluation (FLCA-FNE) broadly were found to be the major sources of the participants’ sources of FLCA among its three dimensions in the scale. Furthermore, results of One-way ANOVA confirmed that PLSP is significantly and moderately related to FLCA. It was inferred that the constructs PLSP and FLCA play significant roles in the context of EFL teaching. Therefore, EFL instruction needs to address these variables as determinants of the learners’ success, and if meaningful pedagogical room is to be allocated, teaching practices need to pay attention to such. This area of exploration can lead to significant advancements in EFL pedagogy, creating a more inclusive and successful learning experience for students.

Learning Style Preferences Among Undergraduate Medical Students of Lahore, Pakistan and Factors Related to it

Objectives: The objectives of the study were to assess the learning styles of medical students using the VARK Questionnaire and to study factors related to their learning style preferences. Methods: A descriptive cross-sectional study, using the validated 16-point VARK Questionnaire Version 8.01, was conducted among medical students in Lahore, Pakistan, from May to October 2023. Through non-probability virtual snowball sampling, 360 students from various medical colleges responded to online Google forms distributed via emails and WhatsApp groups. Data were entered, cleaned, and analyzed using Statistical Package for the Social Sciences (SPSS) Version 26. The Chi-square test determined associations between variables, with a significance level set at p &lt; 0.05. Results: The respondents had a mean age of 21.56±1.608. The study revealed that 68.9% preferred a unimodal learning style, with Visual (25%) being the most favored, followed by Read/Write (15.2%), Aural (14%), and Kinesthetic (13.5%).About 65% of respondents were unaware of their learning styles. No statistically significant relationships were found between learning style and gender, clinical year, schooling background, or institute type. However, significant relationships were found with age, academic performance, and preferred teaching methodology (p=0.05, p=0.04, and p=0.007, respectively). Conclusion: The present study highlighted the independence of learning styles from demographics. The identified relationship between learning styles, preferred teaching methodologies, and academic performance emphasizes the significance of this knowledge for medical educators and students in fostering lifelong learning. It's noteworthy that majority of students demonstrated unimodal sensory preferences, reinforcing the importance of tailored teaching strategies to maximize learning potential. Keywords: Learning, style, VARK, Medical Education, Teaching Methods, Medical Students

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

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

Optimizing Traffic Congestion in Route Planning Using a Simple Path Algorithm

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