Learning Styles Of Students Research Articles

Teachers Underutilize Their Learning Styles in Developing Thought-Provoking Questions: A Case Study

<p style="text-align: justify;">Teachers' learning styles are a crucial part of the learning process as they determine how teachers' brains capture and integrate information linked with the senses. Kurnia, identified as an auditory teacher, was expected to capture written information in a provided numeracy problem. Nevertheless, she prefers to capture visual information, like tables or figures, and utilize them to develop thought-provoking questions. Thus, this study intends to investigate her reasons and the factors affecting Kurnia's decision to utilize visual information as a reference in developing questions. This research adopts a qualitative design covering a case study. Kurnia was selected from 32 teachers from 28 schools; roughly 43% were from public schools, and 57% from private schools. Kurnia placed more emphasis on pictorial information before proposing questions, which was caused by situational factors: the subject matter, the grade level, the student's engagement in the class, the teacher's experience, the teaching experience, and the diversity of students' learning styles. This article recommends that teachers recognize their learning styles to know their strengths and weaknesses in teaching mathematics, and that they convey understandable information utilizing effective instructional methods that represent each learning style of students in the classroom.</p>

TELLTALE SIGN OF CALIBER TEACHERS: SURFEIT OF BRILLIANCE IN TEACHING ELEMENTARY LEARNERS

The teacher is the main actor in the learning process. It is teachers who consider effective learning strategies to be applied. A large number of variations in the quality of teaching are explained by the characteristics of teachers, teachers are central in the process teaching and learning, teachers have a major role in building student personality, teachers are learning managers in a large system of education that enlightens students. This study will lend to the body of knowledge surrounding teacher effectiveness. It is also significant in that it is transferable to a greater population of teachers in kindergarten through sixth grade and therefore may have implications for understanding and improving teacher effectiveness in the greater education population. The researcher made these qualitative assumptions that consist of the methods used in the process of qualitative research (Creswell 2003). The procedures used by the researcher are inductive and are based on the researchers own experience in collecting and analyzing data. The research here is the product of the values of the researcher. The implication for positive social change of this qualitative phenomenological research study was guided by four research questions. Despite the limitations, after the review and ensuing analysis of interview transcripts and observation notes the researcher was able to gain insight into the phenomenon of characteristics of high-quality teachers. It was found that high-quality teachers use a variety of strategies that are carefully chosen based on student needs, student learning styles, and student abilities to meet the needs of diverse learners. Higher-order questioning was identified as a prevalent teaching strategy used in the classrooms of high-quality teachers which resulted in a high level of classroom discussion. A high level of student engagement was also prevalent in the classrooms of high-quality teachers. A quantitative study could be conducted to further investigate the relationship between high-quality teachers and their impact on student achievement about GPA and scores on state standardized tests. A qualitative study could be conducted to determine strategies for facilitating the development and growth of the identified characteristics of high-quality teaching to improve teaching quality KEYWORDS: Telltale Sign, Caliber Teachers, Surfeit of Brilliance, Teaching Elementary Learners

The learning styles of Australian exercise science and clinical exercise physiology students

ABSTRACT There has been a shift in tertiary education, whereby large portions of theory are now taught online, and the practical skills underpinned by this knowledge taught in clinical environments. It is unclear if this flipped approach is appropriate for the learning styles Exercise Science (ES) and Clinical Exercise Physiology (CEP) students. First- and second-year ES and CEP students at a South Australian metropolitan university were invited to participate between March 2021 and October 2022. Eligible participants completed the Kolb’s Learning Style Inventory (KLSI) (Version 3.1) to identify learning styles. Descriptive statistics were calculated for the four KLSI learning orientations. Group scores for the learning orientations were used to identify group preference for abstractness over concreteness and action over reflection. A total of 69 students completed the KLSI fully. As a single cohort, Accommodators were the most common learning style, and there was a preference for concreteness over abstractness when gaining experience and a preference for action over reflection when transferring experience into knowledge. These findings indicate that Australian ES and CEP students have a unique learning style that may be suited to flipped classroom approaches, but only if they include opportunity to experience skill learning in a hands-on manner, while also allowing time for reflection.

An individual adaptive ubiquitous learning paradigm: Focusing on the collection and utilization of academic emotions

At present, ubiquitous learning has been becoming an important learning style for college students. However, the current studies on ubiquitous learning mostly focus on aspects such as communication and data interaction methods, while ignoring students' academic emotions. In this paper, we propose an individual adaptive ubiquitous learning paradigm that focuses on college students' academic emotions. The paradigm collects and analyses students' academic emotions to grasp student's individual characteristics. Then, the adaptive planning and adjusting learning contents is beneficial for improving students' academic emotions and enhancing the ubiquitous learning effects, initiative and concentration. In this study, the 2-year-long comparative experiments and tracking analyses were conducted from four aspects: academic grades, average study hours in after-school spare time, academic emotions status and classroom participation. The experimental results show that the individual adaptive ubiquitous learning paradigm proposed in this paper has significant positive effects and impacts on college students' learning outcomes, initiative, engagement and academic emotions.

Analysis of the Principal Factors that Affect the English Language Learning Process of 8th-Grade Students

A descriptive study was developed to analyze the principal factors that affect the English language learning process focused on the Speaking ability. The methods used were Analysis and Synthesis, Hermeneutics, Descriptive Statistics, and Inductive-Deductive, through the application of tests, questionnaires, and an observation guide to the 8th grade-students and their teacher of English at Muisne High School in Esmeraldas province, in 2023. The principal results were that the Sociocultural factors present in these students were Affectivity, Motivation, Linguistics and Familiar ones . The teacher's pedagogical strategies were reduced to apply the Cooperative Learning Method and the use of flashcards as a material aid. The 8th-grade students' age range corresponds to adolescence human developmental stage (i.e. individuals normally experience biological and psychological changes that can affect their learning process, including low self-esteem and lack of motivation). On the other hand, their learning styles revealed their interest in communicative aspects, which coincided with some authors mentioned in the report. The study concluded that Sociocultural factors, pedagogical strategies, and students' characteristics and learning styles all play a crucial role in the Teaching-learning process of the English language. Teachers must adapt their teaching methods and materials to enhance the needs of their students, considering their differences and backgrounds. Additionally, teachers must consider the ethical aspect of teaching and build positive relationships with their students to ensure a successful learning environment.

An Investigation into Learning Style of Higher Secondary School Students in Namakkal District

An Investigation into Learning Style of Higher Secondary School Students in Namakkal District

IJCM_267A: Using VARK Questionnaire for Assessing Preferred Learning Styles of Undergraduate Medical Students – A Cross Sectional Study.

Background: Students differ in their preferred methods of acquiring, processing, and recalling new information. Learning styles are of the factors influencing academic achievement. The learning style is defined as a combination of cognitive, emotional, and physiological traits that show how the learner perceives and responds to the learning environment. There are very few studies that have assessed learning styles in India. Hence, the present study was undertaken. Objective: The present study aimed to assess the diversity of learning styles among undergraduate medical students Methodology: This was a cross sectional study. The visual, aural, read/write, and kinesthetic (VARK) questionnaire was administered to 210 students of second and third year MBBS students of Raichur institute of Medical Sciences. Duration of the study was for 1 month. Predesigned, pretested and structured VARK questionnaire version 8.01 containing 16 questions was used as the study tool. The questionnaire was distributed among students in a single page printed format. The consent form assured that denial of taking part in the study will not hamper the student’s academic result and other curricular activities Results: In our study, Data collected were evaluated according to proposed evaluation guideline dividing into 4 predominant groups namely ‘V’, ‘A’, ‘R’, ‘K’. Total 210 students, (Male=100, Female=110), response rate 100%, aged between 19-24 years participated, among which females were ‘R’ and males ‘K’ predominant.. Conclusion: The preferred learning styles of medical students in the present study were reading/writing and kinesthetic. It is suggested that all medical students must be tested to determine their desired learning styles by using VARK questionnaire, also to choose appropriate teaching methods and to improve educational goals

EXPLORING FOREIGN EXPERIENCES IN TEACHING BOTANY: INSIGHTS AND INNOVATIONS

Botany, the study of plants, holds paramount importance in understanding the fundamental processes of life on Earth. Teaching botany, however, presents various challenges due to its multidisciplinary nature and the diverse learning styles of students. Thisarticle reviews foreign experiences in teaching botany, focusing on innovative approaches, pedagogical strategies, and technological advancements employed to enhance student engagement and comprehension. Insights from diverse educational settings shed light on effective methodologies and provide valuable lessons for educators worldwide.

Predict student learning styles and suitable assessment methods using click stream

Adaptive learning, which aims to give each learner engaging, effective learning experiences, is one method of offering modified education. Adaptive learning seeks to consider the student's unique characteristics by personalizing the learning course materials and evaluation procedures. To determine the student's preferred learning strategies, we first ascertain their attributes utilizing VAK learning styles. In this study, we developed an integrated model to classify learners based on their learning activity clicks by combining machine learning algorithms like K-Nearest Neighbor (KNN), random forest (RF), and support vector machine (SVM) and Logistic regression (LR) with semantic association, which is used to help us map learning activity with VAK learning style. This enables us to classify learners, determine their preferred methods of learning, and offer the most suitable; as a result, we were able to group pupils according to their learning styles and provide the best evaluation technique or strategies. To assess the effectiveness of the suggested model, several tests were executed on the actual dataset (Open University Learning Analytics Dataset, or OULAD). According to studies, using a Random Forest algorithm, the suggested model can predict which evaluation strategy or strategies will be most effective for each student and can classify individuals with the highest degree of accuracy—98%.

Implementation of the Freedom to Learn Curriculum and Its Impact on the Achievement

This research aims to examine, analyze, and interpret the implementation of the independent learning curriculum on student achievement at SMP Sta. Theresia. The readiness of educators in implementing the independent learning curriculum based on competence, creative innovation, and work ethic is a driving factor in improving student achievement at SMP Sta. Theresia. These four aspects support effective teaching strategies and models. The research is descriptive in nature, employing a qualitative approach. Data were obtained through interviews with several informants, namely teachers at SMP Sta. Theresia who implemented the independent learning curriculum. The research results indicate that the optimization of the implementation of the independent learning curriculum significantly improves student achievement. However, challenges were also detected in the form of learning culture. The key to the success of implementing the independent learning curriculum lies in the efforts of teachers and students to change their mindset to achieve optimal results. Over the past two years at SMP Sta. Theresia Malalayang, teachers have undergone a transformation in their thinking for the success of effective education, designing strategies that prioritize competence implementation. The improvement in student achievement is evident, and the independent learning curriculum contributes to this achievement by adapting modules according to the interests and learning styles of students, enabling each student to excel. The Student Pancasila Profile Development Program, an initiative of the independent learning curriculum absent in the previous curriculum, aims to strengthen diverse competencies in building a student profile that emphasizes Pancasila values. This serves as the connecting point and supporting factor for the improvement of student achievement in the implementation of the independent learning curriculum at SMP Sta. Theresia Malalayang.

Designing A Distance Learning System for English Reading by Applying Multimodal Discourse Analysis Theory

Multimodal Discourse Analysis (MDA) theory is a comprehensive framework that examines communication beyond just language, considering various modes of expression such as images, sounds, gestures, and typography. This theory recognizes that communication is inherently multimodal, and meaning is conveyed through the interplay of different modes. MDA analyzes how these modes interact within texts and contexts to create meaning, emphasizing the importance of visual, auditory, and spatial elements alongside linguistic features. By examining multimodal texts, MDA provides insights into how meaning is constructed, negotiated, and understood in diverse communicative contexts, from advertising campaigns to political speeches. This paper proposes the design of a distance learning system for English reading by applying Multimodal Discourse Analysis (MDA) theory, augmented with Distance Vector Space Coordinate Classification (DVS-CC). The system aims to provide an immersive and interactive learning experience by integrating various modes of communication, including text, images, audio, and video. Through simulated experiments and empirical validations, the effectiveness of the DVS-CC-enhanced distance learning system is evaluated. Results demonstrate significant improvements in student engagement, comprehension, and learning outcomes compared to traditional distance learning approaches. For example, students using the DVS-CC-enhanced system achieved an average score increase of 25% in reading proficiency assessments. Additionally, the system's adaptive learning features enabled personalized instruction tailored to each student's learning style and pace. These findings underscore the potential of applying MDA theory with DVS-CC in designing effective distance learning systems for English reading, fostering enhanced learning experiences in remote educational settings.

Artificial Intelligence: Its Role and Potential in Education

Artificial intelligence (AI), which has attracted great attention in recent years, has been widely used in the field of education as in many other fields. AI in education is used to improve student learning, support teachers and provide a more personalized educational experience. AI plays an important role with adaptive learning systems in improving students' learning processes. These systems assess students' individual needs and provide them with appropriate learning materials. AI also monitors students' performance, identifies their weaknesses, and provides additional support in these areas. Thus, students are enabled to learn more effectively and to reveal their full potential. By supporting teachers, AI facilitates classroom management and helps teachers use their time more efficiently. Automated assessment systems allow teachers to quickly assess assignments and exams, while improving the process of providing feedback. In addition, AI also helps teachers understand students' interests and learning styles, so that more personalized instruction can be offered. Another important use of AI in education is student counseling. AI-based counseling systems can guide students in matters such as career choices, university applications, and academic planning. These systems can provide students with viable career options, support the application process, and help them identify their future goals. As a result, the use of AI in education has great potential to improve student learning processes, provide support to teachers and provide a more personalized educational experience. In this study; The subject of AI was examined in a general framework under the title of education and the role of AI in education was discussed. It is thought that AI will contribute to the field by revealing the teacher and how it can be used in the field of education.

SYSTEMATIC LITERATURE REVIEW: STUDENTS' MATH COMPREHENSION SKILLS IN HANDLING MATH PROBLEMS

This study aims to conduct a literature review on students' ability to understand mathematical concepts when solving mathematical problems from primary to tertiary education levels. The method used was Systematic Literature Review (SLR), which reviewed 53 examples of research on students' ability to understand mathematical concepts. The sample consisted of indexed journals published between 2015 and 2022. Data were collected by documenting all articles related to students' understanding of mathematical concepts, including the year of the study, education level, sample size, and type of study. The results showed that in the last eight years, articles highlighting student characteristics and learning styles dominated, while articles on gender differences and learning media tended to be less popular among researchers. The majority of studies were conducted at the junior secondary level with sample sizes generally less than 30.

AI Study Partner : Development of an LLM and Gen AI-Enhanced Study Assistant Tool

In recent years, Generative AI has started to play a pivotal role in transforming the educational landscape, making learning more personalized, engaging, and accessible. Unlike traditional educational tools, Gen AI can adapt to each student's unique learning style and pace, offering customized support that can significantly enhance understanding and retention of information. It enables the creation of intelligent tutoring systems, interactive study aids, and personalized learning experiences that can assess and respond to individual needs in real time This paper introduces the AI Study Partner, an innovative tool designed to revolutionize the educational landscape by integrating Generative Artificial Intelligence (Gen AI) and Large Language Models (LLMs). The AI Study Partner is engineered to cater to the diverse needs of learners by offering a suite of six key features: the ability to upload and interact with any type of content, summarization of extensive lessons, generation of flashcards for effective study, automated question creation with auto-evaluation capabilities, a conversational chatbot assistant, and an advanced smart search function. These features collectively aim to create a more personalized, engaging, and efficient learning experience. The development of the AI Study Partner responds to the pressing need for educational tools that accommodate the varying paces and styles of learning, making education more accessible and effective. By leveraging the latest advancements in AI, the tool not only facilitates a deeper understanding of complex subjects but also encourages independent study habits and critical thinking skills. This research outlines the conceptual framework, design methodology, and technical implementation of the AI Study Partner, highlighting its potential to positively impact education by providing a versatile and interactive learning platform.The AI Study Partner represents a significant step forward in the pursuit of creating adaptive, responsive, and personalized educational experiences for learners worldwide. Key Words : Artificial Intelligence in Education, Personalized Learning , Large Language Models (LLMs), Generative AI (Gen AI), User Engagement in Learning Data-Driven Education, Vector database, AI based Feedback Conversational Chatbots, Smart Search.

Enhancing A2 Speaking Skills through Mobile-Assisted Language Learning: A Study of 1st Year Students at ESPOCH- Sede Orellana

This research delves into the perspectives of 1st Year students at Escuela Superior Politécnica de Chimborazo - Sede Orellana regarding the utilization of TikTok as a mobile-assisted language learning (MALL) tool within and beyond the classroom. With the aim of comprehensively exploring this innovative approach, a multifaceted methodology was employed. The study involved 30 participants aged 18 to 24, possessing English language proficiency levels spanning CEFR A2 to B1. Quantitative data were amassed through structured questionnaires, enabling a quantitative assessment of students' attitudes, motivations, and linguistic competencies. Qualitative insights were procured via semi-structured interviews and classroom observations. Preliminary results divulged nuanced student attitudes, with a majority showcasing positive inclinations towards TikTok integration in language learning contexts. Motivations included the platform's accessibility, interactive features, and engagement potential. Moreover, qualitative data unearthed multifaceted experiences, with students highlighting the platform's ability to enhance listening comprehension, vocabulary acquisition, and cultural awareness. The study uncovered that students perceived TikTok as a versatile tool fostering autonomous language learning beyond the classroom confines. This research contributes to the evolving discourse on MALL, emphasizing the significance of aligning digital resources with students' preferences and learning styles. By bridging pedagogical theory with contemporary digital platforms, educators can craft more engaging and effective language learning experiences. These findings underscore the need for educators to integrate platforms like TikTok purposefully, harnessing their potential to cultivate language proficiency and digital literacy.

ANALYSIS OF VAK LEARNING STYLES (VISUAL, AUDITORIAL, KINESTHETIC) AND BIOLOGY LEARNING OUTCOMES ON PLANT TISSUE MATERIAL IN CLASS XI SCIENCE SMA NEGERI 1 BERINGIN TP 2023/2024

This research aims to determine the relationship between students' visual, auditory and kinesthetic learning styles with students' biology learning outcomes. The type of research used is descriptive research with a quantitative approach. In this study there were 71 people using a sampling technique, namely random sampling. The instruments used in data collection were questionnaires and tests. The research results showed that students in class XI Science at SMA Negeri 1 Beringin consisting of classes XI IPA 1 and IPA 2 tend to have a visual learning style with 41 students (57.75%), while students who have an auditory learning style are 16 people (22.54%), and students who have a kinesthetic learning style are 14 people (19.71%). This research shows that the visual learning style variable (X1) has rcount = 0.601 > rtable = 0.308, the auditory learning style variable (X2) having rcount = 0.536 > rtable = 0.497 and the kinesthetic learning style variable (X3) has rcount = 0.547 > rtable = 0.533. Based on the research results, it was concluded that student learning styles greatly influence students' biology learning outcomes.

Application of Project-based Learning to Improve the Learning Styles of Tourism Students at Hanoi Open University

Learning styles are diverse ways that people learn and process information. They can impact how their learners understand, retain, and apply new knowledge. That is why understanding learner’s learning styles can help improve their learning process and lead to better performance. In the context of the Faculty of Tourism – Hanoi Open University (FOT-HOU), the researchers had an opportunity to observe students’ typical learning styles and recommended an appropriate solution to maximize them for their personal development. A survey based on the questionnaire of Honey and Mumford (2000) analyzed the typical learning styles suitable for tourism students. The results have determined that the effective style for learning tourism English at FOT-HOU is the combined transformation of all four learning styles. Project-based learning is the solution to help the students approach and improve their self-study capacity for learning tourism English in the most effective way.

Identify the Learning Styles of St. Anthony Junior High School Students in the 2023/2024 Academic Year


 
 
 Learning style is the way a person receives and processes information. Therefore, learning styles affect learning outcomes. Its significant influence raises understanding of learning styles, both as teachers and as learners is very necessary. This study is intended to describe the characteristics of the learning styles of students at SMP St. Antonius Padua Sentani. This study used accidental sampling method so that from 30 students who filled out the questionnaire there were 33% kinesthetic learners, 30% a uditory learners, and 27% visual learners. This figure shows that students of SMP St. Antonius Padua Sentani are active learners. They are more motivated to be directly involved in learning activities. Therefore, learning design at SMP S t. Antonius Padua Sentani needs to be more dominant in accommodating practicum and discussion activities to help kinesthetic and auditory learners. There is also a need to design more environments that feature diverse and engaging numeracy and literacy visuals to help visual learners.
 
 

A Match or a Mismatch between Student and Teacher Learning Style Preferences at King Abdullah Second School for Excellence in Jordan

It is crucial to study learning and teaching styles because some studies have shown that a match between teaching and learning styles helps to enhance the learning process. So, teachers should identify their own teaching styles as well as their learning styles to obtain better academic achievement in the classroom. This study focuses on the students’ learning styles, teachers’ teaching styles, and whether there is a match or mismatch between student and teacher teaching style preferences in King Abdullah Second School for Excellence in Jordan. The results show that most tenth grade students at King Abdullah Second School for Excellence in Jordan prefer to learn by using visual and individual styles. Also, the English teacher, Mr. Ashraf’s major teaching style preferences are visual and individual. Thus, there is a match between the teacher’s preferred teaching style and the students’ preferred learning style at King Abdullah Second School for Excellence, Irbid, Jordan.

The Influence of Teachers Nonverbal Behavior on Stu-dents Learning Style in Junior High School

In the process of teaching, many teachers often only pay attention to the language, but tend to ignore the nonverbal behavior in teaching and communication. In fact, in the process of teaching, teachers use not only speech acts, but also nonverbal behavior, the research of this behavior is very popular abroad. The main purpose of this paper is to study the causal relationship between teachers nonverbal behavior and junior high school students learning style, so that teachers can realize the importance of nonverbal behavior in the teaching process. This paper discusses the infuence of teachers nonverbal behavior on students learning style from several aspects of teachers nonverbal behavior, and proves that teacher nonverbal behavior can help optimize students learning style.