Reflective Learning Style Research Articles

Reflector and Pragmatic Learning Styles in Learning Value Clarification Technique (VCT) and Direct Instruction (DI)

This study used a quasi-experimental research type (quasi-experimental) with a 2 x 2 factorial design. The research sample was taken by cluster random sampling where one group was treated with the VCT learning model with a sample size of 50 people and one group was treated with the DI learning model with the number of a sample of 51 people. The data collection instruments used were Civics learning outcomes test and learning style questionnaire. The results of hypothesis testing conclude that: 1) There is an influence of the interaction between the learning model and student learning styles on learning outcomes, 2) the learning outcomes of students who have a reflector learning style learned with the VCT learning model are higher than those taught with the DI learning model.

Secondary school students’ perception according to their learning style of a mathematics Flipped Classroom

The Flipped Classroom (FC) has been gaining prominence over the past few years. Many articles have shown that the FC increases the interaction between students and between the teacher and students, allowing different learning rhythms, facilitating access to materials, increasing collaboration between students and enhancing active learning. The present research looks at how students perceive the FC based on their learning style. The research was carried out with a sample consisting of two groups of third-year compulsory secondary education students (37 students in total) in the subject of mathematics. A quantitative methodology was used. At the beginning of the term, all students were given a questionnaire (CHAEA) to determine their learning style. At the end of term they were given a questionnaire (Driscoll) on their perception of the FC . The results show that students with a theoretical style of learning value the uses of the FC more positively and perceive greater interaction with peers and the teacher. However, students with a reflective learning style rate the FC lowest and have a the worse perception of the different key characteristics of the FC. In all statements, most students answered that they agree or very agree. These results are in line with those obtained by other authors in other contexts. This study brings certain nuances to the existing literature on the perception of the FC based on the students’ learning style.

Geometry material: Profile of creative thinking process of prospective teachers with reflector learning style in proposing and solving problems

The purpose of this study was to describe the creative thinking process of students in reflector learning style in proposing and solving review problems from the Wallas stage. This research is a qualitative research. The subjects of this study were students of semester VII of the Mathematics Education Study Program of the University of Kanjuruhan Malang with the following criteria: a) age between 18-25 years, b) of the same gender, c) At least getting a B grade for the course of School Mathematics Development Studies. Researchers in this study acted as the main instrument and the supporting instruments used were Honey and Mumford’s Learning Style Questionnaire (LSQ) questionnaire, test sheets, and interview guides. Questionnaires will be given to research subjects, and subjects with reflector learning styles will be selected. Based on the researchers’ observations, it can be concluded that aperson with a reflector learning style will tend to prefer to observe, be careful in making decisions that will be seen at every stage of his creative thinking process.

Student learning style in vocational higher education

When student learning styles are known, teaching can be designed according to student interests through teaching strategies, teaching methods and techniques, and selecting and applying the necessary teaching tools. This research aims to describe vocational students' learning styles using Forster learning styles and investigate the relationship between these learning styles and mathematics learning achievement. Researchers analyzed vocational students' mathematics learning styles using the "How Do I Learn?" developed by Forster. By using a screening model and quantitative research methods, data collected. The collected data from the instrument containing questions related to the student's mathematics learning style are then processed using SPSS, analyzed using descriptive statistics and one-way analysis of variance (ANOVA). Descriptive statistics were applied to view participant demographics and an overview of each learning style score, while one-way analysis of variance (ANOVA) was conducted to assess differences in mathematics learning styles among students based on mathematics scores. The results showed no relationship found between reflective, curious, diligent, and user learning styles using the questionnaire developed by Foster and the students' mathematics scores.

Factors associated with learning physics in the elderly

The research aims to identify the factors associated with learning physics in older students. A quantitative investigation is carried out with a field-type factorial analysis method, correlational in a sample of 80 physics students, university students over 30 years of age, who apply science, technology, art and physics through designs and simulations in vector fields, perceptual geo-materializations and electrical physics. The research used as a technique the metacognitive skills inventory test (α = 0.82), the educational motivation scale (α = 0.71), the Tennessee self-concept scale (α = 0.725), the psychological well-being scale adult (α = 0.75) and the social skills scale (α = 0.801). The results show that variables associated with the learning of physics in elderly were the extrinsic motivation index, the motivation intrinsic and demotivating; the active, reflective, theoretical and pragmatic learning style; performance variables, level of learning, spatial reasoning and sensitivity. The results obtained indicate an acceptable fit in the proposed model (X 2 = 652.55/gl = 3.05), GFI (goodness of fit index) = 0.894, AGFI (corrected goodness of fit index) = 0.848, RMSEA (mean square approximation error) = 0.09, IFI (incremental adjustment index) = 0.930. The explained variance is 31.9% regarding learning style, 38.8% regarding motivation and 15.1% regarding cognitive score and 15.1% regarding consciousness deficit. It is concluded that the predictive factors of learning of physics in older adults were learning style, motivation indices, cognitive score and consciousness deficit.

Construction of Mathematical Communication Schemes Based on Learning Styles

The purpose of this study was to describe the construction of students’ mathematical communication in solving problems based on students’ learning styles. This research method is qualitative-descriptive. The subjects in this research were three students, each of these students are theoretical, reflective, and pragmatic learning styles. The research instrument used was mathematics problems with a topic similarity. The data obtained were in the form of students’ work and short unstructured interviews. The data were analyzed based on indicators of problem-solving and mathematical communication. The results showed that students with theoretical learning styles could communicate the entire process of the problem-solving well. Students with a reflective learning style could show a good problem-solving process. Even so, mathematical communication is not very clear. Students with a pragmatic learning style had a poor performance in solving problems. The mathematical communication is also not very good.

Impacts of interactions between peer assessment and learning styles on students’ mobile learning achievements and motivations in vocational design certification courses

ABSTRACT In this study, a peer assessment-based mobile learning approach was implemented and evaluated in a vocational design certification course. A quasi-experiment was conducted to explore the impact of the proposed approach on the learning achievements and motivations of the students with active and reflective styles. It was found that the students using the peer assessment-based mobile learning approach generally learned better than those using the conventional mobile learning approach. It was also found that there were interactive effects between learning approaches and learning styles on intrinsic motivation. The students with an active learning style outperformed those with a reflective style in intrinsic motivation when conducting the peer assessment-based mobile learning. Active learning style students also had higher extrinsic motivation than those with a reflective learning style when conducting mobile learning.

Estilos de aprendizaje y variables sociodemográficas en estudiantes de educación superior. Estudio de caso

INTRODUCCIÓN. Cada individuo tiene rasgos cognitivos y fisiológicos que le permiten percibir e interactuar dentro de los procesos de aprendizaje. OBJETIVO. El objetivo de este estudio fue determinar los estilos de aprendizaje, en los estudiantes de la carrera de Educación Básica de la Facultad de Ciencias Humanas y de la Educación de la Universidad Técnica de Ambato, durante el año 2018, además establecer la relación con variables demográficas. MÉTODO. Se utilizó un diseño cuantitativo, con alcance descriptivo y empleando un estudio de caso. Se describieron las características relativas a los estilos de aprendizaje en una muestra de 198 universitarios (H = 68; M = 130) desde el primero hasta el séptimo semestre, con edades entre 18 y 46 años, (M= 21.90, DS = 3.28). RESULTADOS. Entre los resultados obtenidos se destacó el estilo de aprendizaje reflexivo como predominante en las actividades de aprendizaje. Por otro lado, no se encontraron diferencias en función del sexo, edad y nivel de formación. DISCUSIÓN Y CONCLUSIONES. Se concluye que no existe una relación significativa al nivel 0,05 con la manera de aprender propia de los estudiantes. Es fundamental destacar el papel que cumple el personal docente, como facilitador y mediador del conocimiento.

Impact of learning styles on multiple intelligences in first semester math students

The objective of this research was to determine the incidence between learning styles and multiple intelligences in students in the first semester of their degree in Mathematics at the Francisco de Paula Santander University in the second semester of 2019. The study is an exploratory, descriptive correlational design, with a sample of 33 students; Horney Alonso’s learning styles and multiple intelligences questionnaires were used. It was determined that 45.5% of students have a high preference for reflective learning styles and 33.33% for mathematical logical intelligence. When the chi-square test was carried out, it showed a significance of 0.223, that is, the variables have a low level of association. On the other hand, this is confirmed by Spearman’s correlation test with a significance level of 0.242, which concludes that the variables of this research are not very associated.

Reflective mathematical thinking process and student errors: an analysis in learning style

Mathematical reflective thinking is one of the important thinking skills trained to students, but it has less attention. Student learning style is one of the factors that influence the mathematical reflective thinking process. The purpose of this study is to explore errors and reflective mathematical thinking processes seen from learning styles according to Honey and Mumford. This research was conducted at one of the junior high schools in Indonesia. This study uses a survey method, students with activist, reflector, theorist, and pragmatist learning styles. Data were collected through learning style questionnaires, mathematical reflective tests, and observations. All research instruments will first be tested for eligibility by validation by 2 experts. Data analysis techniques include data reduction, data presentation, and conclusion. The results of the analysis can be concluded that the mathematical reflective thinking processes of students with activist, pragmatist, and theorist learning styles had gone through the stages of reacting, elaboration, and contemplating appropriately. While students with reflector learning styles are only at the stages of reacting, and elaboration, they have not reached contemplating. This study provides teachers with an understanding of the importance of errors and thought processes of students in reflective thinking problems.

Diversities of Students’ Learning Style in Discovery Learning Method and Their Ability in Physics Problem Solving

The concept of physics can be understood through learning activities. Everyone has their own learning styles. For students, teaching and learning activities in the classroom physics with certain learning methods will slightly affect their learning styles. This article is intended to describe how students' learning styles in physics teaching and learning activities that required by certain learning methods. The subjects used were 66 students of Temanggung senior high school at grade 11 who were taught with the Discovery-Learning teaching method. Learning styles that used to classify are Honey-Mumford learning styles. The learning style is divided into 4 groups: Activists, Reflectors, Theorists, and Pragmatists. As the result, most students belong to the reflector learning styles.

Preferred Learning Styles according to the Model “HONEY & MUMFORD” among Preparatory year Students at Shaqra University and its Relation to the level of Mathematics achievement: أنماط التعلم المفضلة وفق نموذج "HONEY & MUMFORD" لدى طلاب السنة التحضيرية بجامعة شقراء وعلاقتها بمستوى التحصيل الدراسي في الرياضيات

This research aimed to measure the style of learning, its percentage and its preferences among a sample of students of the preparatory year, and to reveal the correlation between the learning style and the level of academic achievement in mathematics (Mathematics Course 130). After confirming the validity and reliability, Applied the measure of (Honey and Mumford) on a sample of (53) students of the preparatory year students at the University of Shaqra. The results of the research showed that the Reflector style is the highest learning style preferred of the sample with 37.7% and its index is moderate. The Pragmatist style came second in the standings of preference by 22.6% and its index is moderate, followed by the Theorist style by 20.8% and index is moderate, and finally came the activity style by 18.9% and strong index, the research also found that the Reflector style came in the first standing of preference among low and medium achievement students, where the percentage of the highest style of students reached 40.0%, 39.3% respectively and the strength of its index (moderate) in both categories, where the percentage was the highest pattern for students 40.0%, 39.3% respectively and the strength of its index (moderate) in both categories, while came Practical style ranked first in standing of preference among High-achieving students, with a higher student style of 60.0%, The results also showed that there were no statistically significant differences in the study sample in the achievement of the course (130 mathematics) according to the learning style according to the (Honey and Mumford) measure. In light of these results, the researcher recommended: Provide a suitable classroom environment to diversify the teaching experiences in the teaching of the preparatory year students according to their learning styles, and use of various teaching methods and strategies, specially for reflective learning style.

COGNITIVE STYLES AND PERSONALIZATION OF EDUCATION OF STUDENTS-PSYCHOLOGISTS

Introduction . The relevance of studies of cognitive style of teaching in the aspect of effective personalization of education is extremely high. It is obvious that the problem of inefficiency of modern education is important, it requires research and solutions. One of the possible solutions to this problem can be personalized learning, while taking into account cognitive characteristics of students in the context of personalization of learning is a factor of increasing the productivity of the personalized approach. Researches of these features and development of recommendations for personalization taking into account the cognitive style of a student definitely expand the possibilities of modern education. The aim of the study was to determine the parameters of cognitive style of students of psychological and psychological-pedagogical specialties and possible personalized approaches to education of such students. Materials and methods. The study was carried out on a sample of 86 masters aged 22 to 32, enrolled in master's programs in the areas of "Psychology" and "Psychological and pedagogical education" with the use of five psychodiagnostic tests. The tests used included: "The Gottschaldt figures", The Honey-Mumford learning styles questionnaire (LSQ), The G. Eysenck personality inventory (EPI), The Melbourne questionnaire of decision making (IDLO), The A. Karpov questionnaire of reflexivity. Results: it was found that characteristic features of cognitive style of students of psychological areas are: field independence, reflective learning style, the tendency to clarify the objectives and goals when making decisions in an uncertain situation, consideration of alternatives, additional information search, evaluation of information in the implementation of the choice, the average level of reflexivity. Discussion and Conclusions. The study showed a wide variety of cognitive and personal characteristics of students on potentially significant in the aspect of learning indicators, which confirms the need for a personalized approach to learning. The revealed features of cognitive teaching styles of students-psychologists were analyzed and generalized, recommendations were formulated for the personalization of learning taking into account the cognitive style. Generalizing conclusions were made about: the need to take into account and control the parameters of cognitive style in the personalization of learning, the need to personalize the training of students with specific cognitive features, the possibility of dividing the student group into subgroups according to cognitive specificity, followed by training in such subgroups taking into account the specific cognitive characteristics of students.

Learning Styles and Critical Thinking among Undergraduates of University of Port Harcourt

The study was based on the prediction of critical thinking using learning styles. It was guided by two research questions and two null hypotheses. A sample of 393 third years undergraduates selected from four faculties in the University of Port Harcourt, Rivers State, Nigeria was used for the study. Data was collected from two adopted instruments tagged Cornell Critical Thinking Test (CCTT) Level Z and the Learning Style Questionnaire (LSQ). The face validation of the two instruments was conducted by three experts in Measurement and Evaluation. Reliability analysis of the CCTT using Kuder-Richardson 20 yielded a coefficient of 0.81, while the LSQ had a split-half coefficient of 0.77. Data were analyzed using stepwise multiple regression analysis. Result obtained indicated that pragmatist and reflector learning styles were significant predictors of critical thinking while theorist and activist were not significant predictors. Based on these results, appropriate recommendations and conclusions were drawn.

Estilos de aprendizaje en los estudiantes de Educación Física y Ciencias del Deporte de la Universidad Autónoma de Querétaro

Los estilos de aprendizaje son métodos que se emplean con el fin de organizar las cogniciones sobre el mundo para comprenderlo mejor. Un estilo no es una aptitud, sino una forma de pensar y una manera preferida de emplear las aptitudes que se poseen. Con estos antecedentes, Alonso y Honey refieren cuatro estilos básicos de aprendizaje: activo, reflexivo, teórico y pragmático. Explicado esto, el principal objetivo de este trabajo fue documentar el estilo de aprendizaje preferente en estudiantes de la licenciatura en Educación Física y Ciencias del Deporte de la Universidad Autónoma de Querétaro. El estudio fue no experimental, descriptivo-transversal, y se incluyó a la totalidad de estudiantes de la referida carrera. Para la recolección de datos se utilizó el Cuestionario Honey-Alonso de estilos de aprendizaje que consta de 20 reactivos para cada uno de los cuatro estilos de aprendizaje.
 Se excluyeron de la investigación a estudiantes que no asistieron el día de la recolección de datos o que no aceptaron participar. Asimismo, se eliminaron los cuestionarios no respondidos en su totalidad. Para realizar el análisis estadístico descriptivo se utilizó el programa Statistical Package for the Social Sciences (versión 20) y se emplearon los algoritmos de Honey-Alonso para establecer el tipo de estilo predominante. Al momento de la aplicación del instrumento se explicó a los estudiantes los objetivos de la indagación y se solicitó su consentimiento verbal y su participación voluntaria. Se observó que el estilo de aprendizaje activo tuvo una preferencia entre alta y muy alta (62.75 %); sin embargo, la preferencia en el estilo reflexivo fue baja o muy baja (52.94 %). En relación con la preferencia para los estilos pragmático y teórico, esta fue moderada (55.56 % y 52.94 %, respectivamente). El estilo de aprendizaje que predominó fue el activo con 67.32 %, situación que soslaya el estilo de aprendizaje reflexivo que, según Honey y Alonso, es el preferente en carreras del área de humanidades.

Analysis of Metacognitive Skills in Solving Mathematical Problems Reviewed from Students’ Learning Style

This study aims to analyze: (1) the level of metacognitive skills in mathematical problem solving in terms of student learning styles; (2) metacognition difficulties experienced by students in solving mathematical problems in terms of student learning styles. This research is a descriptive qualitative research. The subjects of this study were 34 students of MTs Negeri 1 Labuhanbatu Selatan, then the interview subject was raised based on Honey & Mumford's learning style namely theory, pragmatics, reflector, and activist learning styles. Based on the results of the study it was found that: (1) There were 13 people (38,23%) students with reflector learning styles, students with reflector learning styles at the level of metacognition ability strategic use had high and moderate problem solving abilities. At the level of metacognition ability aware use has moderate solving abilities. At the level of metacognition ability tacit use has low problem solving abilities; There are 8 people (23.52%) students with pragmatic learning styles, students with pragmatic learning styles at the level of reflective and strategic use metacognition ability have high problem solving abilities. At the level of metacognition ability aware use have moderate problem solving abilities. At the level of metacognition ability tacit use students have low problem solving abilities; There are 10 students (29,41%) with theorist learning style, students with theorist learning style at the level of metacognition ability aware use have moderate problem solving abilities. At the level of metacognition ability tacit use has low problem solving abilities; and there are 3 students (8,82%) with activist learning styles, students with strategic use metacognition ability levels have high problem solving abilities, and the level of metacognition ability aware uses have medium problem solving abilities. (2) Metacognition difficulties experienced by students with pragmatic learning styles, reflectors, and theorists in mathematical problem solving are: a) Difficulty of facts, namely representing mathematical symbols to design mathematical models of the given problem; b) Concept difficulties, namely difficulties in applying the method of substitution, elimination, mixed methods, and determinant methods to solve problems; c) The difficulty of principle, namely the difficulty in applying mathematical formulas and rules as well as the difficulty in connecting the concepts given to solve problems and d) Difficulty of procedures, namely difficulty in presenting steps to solve problems in an orderly and correct manner, inaccuracy in presenting problem solving, as well as difficulties in devising problem solving strategies effectively and efficiently.

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

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

Technology-Enhanced Learning: An Optimal CPS Learning Application

Collaborative problem-solving (CPS) is highly valued in the sustainability of learning to foster the key soft power of talent for the future. In this study, a CPS learning application was built to train and assess individuals with the aim of increasing CPS skills. For effective learning to take place, several issues need to be carefully considered, and these were investigated while testing the proposed application. This study examined the impact of collaborative interactions (CIs) (human–computer agent (HCA) and human–human (HH) interactions) on the CPS performance of students. Gender and learning styles, which may have interaction effects with CIs on CPS performance, were also explored. The results show that the students’ CPS performance in HCA was significantly greater than that in HH. The interaction effect between gender and CI was not significant. The impact of learning style on CPS performance in HH was not significant. In contrast, in HCA, students with verbal, global, and reflective learning styles performed significantly better on CPS tasks than did students with visual, sequential, and active learning styles. Finally, we discussed the optimal ways to teach CPS and the practical effects of a CPS learning application.

Learning styles of Malaysian Generation ‘Y’ healthcare undergraduates

The learning styles of millennial students, also known as Generation 'Y', have been examined in the past to match the teaching style of an educator with the aim of improving behaviors, attitudes, and academic achievements. However, focus on Generation 'Y' healthcare undergraduates from a multi-cultural Asian society, is scarce and fragmented. Therefore, this research aims to identify the learning style preferences of Generation 'Y' undergraduates enrolled in varied healthcare programs at a Malaysian University. A quantitative cross-sectional study design was adopted. Honey and Mumford's Learning Style Questionnaire was used to explore the learning styles. The reflector learning style was most preferred by the Malaysian healthcare undergraduates, and no significant difference was found between the learning styles of the clinical group and the semi-clinical group. Educators should engage Malaysian healthcare undergraduates in a non-threatening environment - Association between learning style and sociodemographic warrants further investigation.

Implicaciones de los estilos de aprendizaje en el uso de didácticas en la práctica docente

Objetivo: analizar los estilos de aprendizaje de los estudiantes de enfermería y discutir sus implicaciones en el uso de didácticas en la práctica docente.Metodología: a través de un muestreo consecutivo se reclutaron estudiantes de primero, segundo, tercero y cuarto año de enfermería. Se aplicó el Cuestionario Honey-Alonso de Estilos de Aprendizaje y un cuestionario demográfico. Se efectuó análisis descriptivo y test de normalidad en todas las variables. Se emplearon las pruebas Mann-Whitney y Kruskal-Wallis para el análisis entre los estilos de aprendizaje y las variables demográficas. Se examinaron correlaciones interestilo mediante el coeficiente de Pearson. Finalmente, se discutió la influencia de los estilos de aprendizaje en el uso de didácticas en la práctica docente. El error tipo I fue fijado en < 0,05 % en todos los test. Resultados: participaron 169 estudiantes con edad media de 24,5 años y predominancia de sexo femenino (81,7 %). El estilo de aprendizaje predominante fue reflexivo (53,8 %). Se identificó que la edad influye en la preferencia de los estilos de aprendizaje (p = 0,03) y que los estilos activo y pragmático; reflexivo, teórico y mixto se correlacionan positivamente (p < 0,05).Conclusiones: el estilo de aprendizaje reflexivo fue el más utilizado, sin embargo, existen múltiples preferencias de estilos de aprendizaje entre los estudiantes de enfermería. El docentetiene el desafío de hacer uso de diversas estrategias didácticas para facilitar el aprendizaje individual y grupal.