Learning Styles Research Articles

Comprehensive Diagnosis and Dendrograms: Model for Understanding Students and Their Learning Styles

Objective: To characterize socially, economically and culturally, as well as analyze the learning styles of Public Accounting students through a comprehensive diagnosis, and using the VARK model (Fleming & Mills, 1992) for the generation of Dendrograms. Theoretical Framework: The theoretical framework that includes the design of didactic units (Tamayo, Ortega, & Ruiz, 2019), the VARK model (Fleming & Mills, 1992), the theory of learning styles (Honey & Mumford, 1982) complemented by Madrigal (2015), the theory of multiple intelligences (Gardner, 1983) and dendrograms under Ward's method (Gutiérrez Cabello & Salama, 2012). Method: The method consisted of taking samples from three courses of a population of ten semesters of a Public Accounting program, data processing was carried out using the statistical software SPSS version 26. Results and Discussion: The findings provided key information for the knowledge of students and their learning styles, providing empirical evidence that constitutes significant contributions to the field of education, allowing teaching activity to be reoriented in favor of flexible pedagogical approaches that transform the teaching-learning process, being susceptible to replication in any other Academic Program. Research implications: The research generates empirical evidence by deeply approaching students' knowledge and their learning styles. Originality/Value: This original academic product contributes to changing teaching in favor of deep learning based on the knowledge of the students of the Public Accounting program.

Melanoma toolkit for early detection for primary care clinicians: a 1-year follow-up on outcomes

IntroductionPrimary care providers or clinicians (PCPs) have the potential to assist dermatologists in screening patients at risk for skin cancer, but require training to appropriately identify higher-risk patients, perform skin checks, recognize and biopsy concerning lesions, interpret pathology results, document the exam, and bill for the service. Very few validated dermatology training programs exist for PCPs and those that are available focus primarily on one emphasis area, which results in variable efficacy and single-topic limited scope.MethodsWe have created a free, online, continuing education program (Melanoma Toolkit for Early Detection, MTED) that allows learners to choose from a variety of multimedia tools (image recognition, videos, written material, in-person seminars, self-tests, etc.) that suits their learning style and time availability. Here we present the toolkit, the development and validation of the curriculum, and report on 1-year outcomes of a nested survey study. Because the goal of the program is to maximize participation by allowing PCPs to tailor their experience to their own needs and interests, the majority of participants did not complete every element of the program.ResultsA total of 8,683 PCPs have accessed at least one element of the toolkit from 2019–2024. Participants completed a pre-survey, online training module, and post-survey that included self-reported screening behaviors, changes in confidence, and malignant and benign lesion categorization based on clinical images. A total of 139 pre-surveys and 92 post-surveys were completed, including 55 matched participants that completed both the pre- and post-training surveys. There were significant improvements in PCP confidence (P < 0.001) and malignant (P < 0.001) and benign image (P = 0.029) identification respectively.DiscussionPCPs may serve as a valuable aid in skin cancer screening efforts, but additional studies are needed to evaluate the impact of these curricula in clinical practice.

The Influence of Differentiated Learning Strategies by Paying Attention to Different Learning Styles of Students to Improve Science Learning Outcomes

The study aims to examine the Influence of Differentiated Learning Strategies by Paying Attention to Different Learning Styles of Students to Improve Science Learning Outcomes. The study was conducted at SDN 2 Sanggrahan in grade VI students. The sampling technique used the purposive sampling area method. The study used a quasi-experimental design with data collection techniques through post-tests in the form of multiple choice and descriptive questions, observation, documentation and interviews. The data obtained were analyzed using statistical tests including normality tests, Data Analysis using Paired Sample t-Test. Based on the Validity Test, the results showed r = 0.82 α> (0.05) so that all question items showed valid results. Reliability test if the value of α> 0.738 the value is reliable, namely 0.789 Then the results of the normality test of the learning outcome value of 0.389> α (0.05) exceed the significant value, then the variable value is normally distributed, continued using the Paired Sample t-Test, the results of the t-test learning outcomes at a sig value of 0.00 <α (0.05) then reject H0. So it can be concluded that there is an Influence of Differentiated Learning Strategies by Paying Attention to Different Learning Styles of Students to Improve Science Learning Outcomes.

Exploring The Impact of Kinesthetic Learning Strategies on Speaking Ability: A Study for Integrating Movement and English Language

The purpose of this research was to investigates the effect of kinesthetic learning strategies on the speaking abilities of English learner. Employing a pre-experimental research design, the study involved 20 students from an FLC (Foreign Language Course) program. The research utilized quantitative methods, specifically oral tests, to measure the effectiveness of kinesthetic learning strategies. Data were collected through pre- and post-tests and analyzed using SPSS 22. The findings reveal a significant improvement in the speaking abilities of students who engaged in kinesthetic learning activities. The results of hypothesis testing showed a t-test value of 8.519 at p < 0.01, indicating that the null hypothesis was rejected and the alternative hypothesis was accepted. This suggests that kinesthetic learning strategies are effective in enhancing English speaking skills. The study concludes that integrating movement-based activities into language learning curricula can significantly benefit students' speaking proficiency. These findings support the adoption of kinesthetic learning strategies in language education, advocating for more dynamic and engaging instructional methods that cater to various learning styles.

The Impact of Digital Technologies on Formative Assessment and the Learning Experience

The integration of digital technologies into formative assessment has revolutionized modern education by enhancing the learning experience and transforming how educators evaluate student progress. Digital tools such as Learning Management Systems, Artificial Intelligence-driven platforms, and immersive technologies like Virtual Reality (VR) and Augmented Reality (AR) provide real-time feedback, personalized learning pathways, and increased engagement. These innovations support diverse learning styles and foster deeper understanding through interactive and multimedia-rich environments. However, challenges such as the digital divide, lack of teacher training, ethical concerns surrounding data privacy, and biases in AI-driven systems pose significant barriers to equitable implementation. Future trends, including predictive analytics, blockchain for secure data management, and gamified assessment strategies, offer promising avenues for further development. Addressing these challenges while leveraging technological advancements can lead to a more inclusive, engaging, and effective educational landscape, preparing students for the demands of a rapidly evolving world.

Exploring Vocabulary Learning Strategies and Beliefs Among Saudi Female EFL Undergraduates: A Case Study at Majmaah University

Learning vocabulary effectively is still a major issue for many English language learners, enrolled in English programs at universities. These students have particular obstacles to their lexical development that stem from cultural customs, limited exposure to real world English communication situations outside of the classroom, and differences in their learning styles and aptitudes. This mixed-methods study aimed to examine vocabulary techniques and beliefs among students at Majmaah University, identify the vocabulary learning strategies employed by Saudi female undergraduate students, and examine variations in strategies between junior and senior levels. Finding helpful vocabulary-building strategies will assist maximize results, especially for this important learner population in the nation's educational system. A validated online survey explored participants' frequency and views about their preferred technique. The experiences of learners in vocabulary acquisition were then profoundly qualitatively revealed through further semi-structured interviews. Using dictionaries, cognitive inferencing, and activation emerged as the most common cognitive strategies, according to quantitative evaluation. Less often, metacognitive and social techniques were described. Qualitative research revealed strategic flexibility associated with the competency level and barriers to flexible language use related to ideological foundations. Saudi female undergrads demonstrated a greater reliance on direct memorization than on thoughtful approaches. Official regulations outlined certain acceptable language uses. To gradually increase vocabulary retention over time, educators might suggest experimenting with extra strategies and flexibility in pedagogical language activities.

Psikoedukasi Mengenal Gaya Belajar Anak Sebagai Upaya Mengoptimalkan Ilmu Parenting Siswa PAUD (Pendidikan Anak Usia Dini )

Early Childhood Education (PAUD) is an important stage in a child's development. Every child has a different learning style. Therefore, parents must know the types of learning styles so that they can optimize learning outcomes. Intelligence that is optimally developed through a good learning environment can lead children to become a generation of character, talent, and physical and mental health. The community service method used is a counseling approach to parents and teachers. The implementation of community service was carried out at POS PAUD Mawar 19 Sukatani, Tapos, Depok. Psychoeducational counseling to recognize learning styles in PAUD is very important to help children develop their potential optimally as well as being a source of information for teachers in determining the right learning method.

Augmented reality in developing students’ understanding of chemistry triplet: a systematic literature review

Abstract Augmented Reality (AR) is increasingly finding its way in chemistry education, and it is becoming an important teaching tool to help students understand complex chemical phenomena. Forty-six papers from two databases published between 2018 and 2023 on the implementation of AR in chemistry education with empirical quantitative research design, were analysed. The results show that learning effectiveness is the main objective of AR studies. Technology acceptance questionnaires and achievement tests were the most popular data collection instruments. AR was recognised as a useful and easy to use tool that helps students to improve their learning. However, no study has yet been conducted on effectiveness of AR on students’ understanding of the chemical triplet. Also, some challenges were identified related to technical issues with the AR app and teachers’ resistance to using this technology. Further research is needed to test this technology in different learning settings and with different types of learners.

Application of Video Based Learning Method to Increase Student Engagement in the Digital Age

The rapid development of digital technology has revolutionized the educational landscape, which demands more innovative and engaging teaching methods. One such method is Video-Based Learning (VBL), which utilizes multimedia resources, such as videos, to enhance students' learning experience. This article discusses the application of VBL as a strategy to enhance student engagement in the classroom in the context of the digital age. The research examines the effectiveness of VBL in encouraging active participation, enhancing understanding and strengthening students' motivation to learn. By integrating video content in the learning process, educators can provide a dynamic and interactive learning environment that suits various learning styles. In addition, VBL facilitates access to resources beyond traditional teaching, allowing students to interact with learning materials according to their pace and preferences. This research demonstrates the positive impact of VBL on student engagement, especially in subjects that benefit from visual and auditory stimulation, and discusses challenges and solutions in effective implementation. This article aims to provide insights and practical guidelines for educators in integrating Video-Based Learning in their teaching practices, so that students are better equipped to thrive in the digital age.

Unveiling the relationships between language learning strategies and academic achievement among Moroccan EFL university students

This paper aims to examine language learning strategies and learning styles among EFL Moroccan undergraduate university students. It also investigates the interrelationships between learning strategies and academic achievement. The sample consisted of (N= 294) EFL undergraduate university students, enrolled in the Department of English Language at the Faculty of Arts and Humanities, University of Sultan Moulay Slimane, Beni Mellal. The participants were 151 (51.4%) females and 143 (48.6%) males, with 148 (50.3%) studying literature and 146 (49.7%) studying linguistics. The data were collected using Oxford’s (1990) Strategy Inventory to gather information on language learning strategies. The data were analyzed using descriptive statistics. The findings showed that participants used language learning strategies frequently, with metacognitive strategies being the most commonly used. Memory, compensation, cognitive, metacognitive, affective, and social strategies were the most frequently used strategies in descending order. Additionally, the study found a moderately positive correlation between language learning strategies and academic achievement. Ultimately, the study drew implications for EFL students, teachers, program administrators, and curriculum designers.

The reading seed programme (RSP)'s efficacy in fostering toddlers' reading habits in early childhood literacy

The Reading Seed Programme (RSP), an in-house literacy program inaugurated by Sarawak's State Library (PUSTAKA Negeri Sarawak, Malaysia), has the potential to become the country's primary literacy initiative, particularly in terms of fostering a reading culture. The purpose of this paper is to empirically establish the reliability of survey measures as well as the feasibility of this toddler literacy program. The findings revealed that RSP capable enculturates effectively and has a significant positive impact on toddlers' reading ability. Nonetheless, the early childhood reading literacy program must consider each learner's unique learning style, incorporate updates or monitoring systems, improve training, develop a strategic plan outlining RSP outcomes, and clearly communicate the program's attitudinal components in relation to the desired results.

How is Math Problem-Solving Skill in Terms of Learning Style?

Learning style is one of the critical factors influencing the development of problem-solving skill. This study aims to examine mathematical problem-solving abilities in relation to students' learning styles. The research involved 32 eleventh-grade students from SMAN Banyuasin III. Data were collected through problem-solving tests and learning style questionnaires. A qualitative analysis was conducted to evaluate the students' problem-solving skills based on their learning styles. The findings revealed significant variations in problem-solving skills among the different learning style groups. Students with a visual learning style performed better on geometry problem-solving tasks, particularly when aided by visual elements. Conversely, auditory learners faced difficulties in comprehending the problems and often required additional verbal explanations from the teacher. Kinesthetic learners, however, struggled the most, exhibiting very low problem-solving abilities. These results underscore the importance of tailoring instructional strategies to accommodate diverse learning styles

Pengaruh Gaya Belajar Siswa terhadap Keaktifan Belajar Siswa pada Mata Pelajar IPS di SMP Negeri 9 Kubung

This research is motivated by the low active learning participation of students in Social Studies at SMP Negeri 9 Kubung. It is suspected that this is due to the students' lack of understanding of their learning styles, making it difficult for them to grasp and comprehend the lessons effectively. The aim of this study is to determine how much influence students' learning styles have on their active learning in Social Studies at SMP Negeri 9 Kubung. In this research, the researcher used a quantitative approach. The population of the study consisted of all students enrolled in SMP Negeri 9 Kubung in the 2024/2025 academic year, totaling 40 students. The sample was taken using the total sampling technique, as the sample included all elements of the population. The analysis technique used was simple linear regression analysis. The results of the study showed that the students' learning style (X) had a significance level of 0.000 < 0.05 and a t-value of 7.558 > t-table value of 2.024, indicating that the alternative hypothesis (Ha) is accepted and the null hypothesis (H0) is rejected. Based on the results, it can be concluded that there is a positive and significant influence of students' learning styles on their active learning in Social Studies at SMP Negeri 9 Kubung. The influence of the learning style variable (X) on tactive learning variable (Y) is 60.1%.

The effect of teaching style and motivation on student football passing learning outcomes

This study aims to determine the effect of teaching style and learning motivation in football courses for students. This research is an experimental study using ANOVA analysis of variance with a quantitative approach. The results showed that there were significant changes from the pre-test and post-test results of several styles in learning by involving 220 respondents with an increase; training style 14.4, reciprocal style 9.87 and inclusion style 9.72 and learning motivation. Motivation is an important mediator in the relationship between variables.

EDUCAÇÃO INCLUSIVA: PRÁTICAS E DESAFIOS NA ESCOLA

The study explores the theme of inclusive education, addressing the practices and challenges that schoolsface in creating welcoming environments for all students, regardless of their conditions. Inclusiveeducation proposes that institutions adapt their spaces and practices to accommodate students withdifferent abilities and learning styles, valuing diversity as a collective resource. However, thisimplementation faces considerable challenges, such as the need for specialized training for educatorsand the lack of adequate infrastructure and resources. Teacher training stands out as a critical point, asmany professionals still do not have the necessary preparation to adapt their practices to a context ofdiversity. The lack of assistive technologies and adapted spaces also limits the full satisfaction of theneeds of students with disabilities. The article highlights the importance of government support and themobilization of the school community to transform inclusion into concrete practice and not just a distantidea. Despite the difficulties, inclusive practices, such as active methodologies and family involvement,show positive results, contributing to a school culture of respect and cooperation. The study's conclusionhighlights that, although challenging, inclusive education is essential to educate more aware andempathetic citizens, promoting a fair and egalitarian society. The methodology was based onbibliographic research on platforms such as SciELO and Google Scholar, revealing the urgent need forinstitutions to reinvent themselves to meet the needs of student diversity.

What’s your learning style –and why does it matter?

What’s your learning style –and why does it matter?

MULTIMODAL LEARNING MODULE DEVISED TO REVITALIZE EDUCATIONAL LEARNING MATERIAL IN INSTITUTIONAL CORRECTIONS

This study aims to improve criminology education by using a multimodal approach that works well in both online and traditional classroom settings, especially in Institutional Corrections. Recognizing the need to update teaching methods to meet the changing needs of students and modern educational environments, the research investigates how effective a multimodal learning module is in revitalizing educational materials for institutional corrections, using a quantitative research method. The study assesses the views of criminology educators, administrators, and students from three schools offering criminology programs on this new learning module. The focus is on using diverse instructional strategies that address different learning styles and preferences, suitable for both online and traditional formats. The research presents a new learning module created for blended learning during the pandemic, aimed at making learning more engaging for students and educators. This module seeks to improve criminology education across different settings, expand educational access, and stay current with educational trends. By providing future criminologists with the necessary skills and knowledge, this study aims to raise the quality and effectiveness of criminology educational materials. In summary, the research highlights the importance of innovative teaching strategies and shows how a well-designed multimodal approach can connect traditional and modern learning environments, leading to a more inclusive and effective educational experience. KEYWORDS: Criminology education, Online learning, Multimodal approach, Institutional Corrections, Blended learning, Educational materials, Instructional strategies, Learning styles, Innovative teaching, Educational trends.

The Influence of Cultural Factors on Learning Styles

This paper explores the significant influence of cultural factors on learning styles and their implications for educational practice. As classrooms become increasingly diverse, understanding the interplay between culture and learning preferences is essential for fostering inclusive learning environments. Cultural factors, such as communication styles, student-teacher relationships, and parental involvement, significantly impact how students engage with educational content. Recogizing these influences enables educators to adapt their teaching methods, creating supportive environments that cater to the unique needs of their students. Moreover, the importance of teacher training and awareness in addressing cultural diversity cannot be overstated, as equip-ping educators with the skills to understand and respond to cultural differences enhances their effectiveness in promoting student engagement and achievement. Future research directions should focus on cross-cultural studies, longitudinal analyses, and the impact of technology, among others. By exploring these areas, educators and researchers can continue to deepen their understanding of how cultural factors influence learning styles, ultimately leading to improved educational practices and outcomes.

Understanding Orthopaedic Infections: A Conceptual Approach.

Memorizing mounds of facts without having an effective conceptual framework to store them is often an unsuccessful learning style because memory frequently fails without understanding. To accomplish this goal, we offer a framework of ideas called "concept maps". Of the many strategies for metacognition (that is, thinking about thinking), concept mapping is proven to improve meaningful and independent learning. We used this approach to guide understanding of common orthopaedic infections. This paper is not meant to serve as an approach on how to treat, but rather as a storage system with the ability to assist in understanding orthopaedic infections. Concept maps are constructed using information from over 30 sources of orthopaedic or infectious disease literature. The sequential levels of each concept map are referred to as levels of hierarchy. Boxes of each level of hierarchy are designed to be a point of differentiation between a similar concept. Branches form lower levels of hierarchy to further divide specific concepts. 5 concept maps were constructed. One map is an overview of all concepts, and the key concept for each of the following map are as follows: osteomyelitis, synovial infection, myositis, and foreign material infection. A conceptual approach is a way of learning material in a manner that allows effective storage and retrieval. This approach will ultimately lead to a better understanding of orthopaedic infections.

Learning Culture from the Perspective of the Successful Indonesian Nurse Competency Examination

Background: The Indonesian Nurse Competency Examination (INCE) is a strategic component that determines the output of nursing graduate students. The varied geographical conditions of the various islands in Indonesia can influence access and quality of education, causing students to have a more inclusive perspective. The learning culture of Indonesian nursing students is unique and generally carries over to higher education, notably nursing profession education.Objective: The purpose of the study is to explain the learning culture model from the perspective of the success of the nurse competency examination and the relationship between learning culture and the success of the nurse competency examination.Methods: A qualitative and quantitative combination research (mixed method) with a sequential-exploratory design was employed. Stage 1 used descriptive qualitative methods. While data collecting used structured interviews, the sampling technique utilized snowball with (n=9), and data analysis used Sandelowski content analysis. Stage 2 was an observational analytical design with a retrospective approach involving 74 nursing students at Wiraraja University who lived in the Indonesian student area. Data analysis then employed the Structural Equation Model (SEM) test to find variables that significantly influence the success of INCE.Results: Stage-1 produced three themes: Theme-1: background of the learning environment concerning facilities utilization and searching strategy for learning resources; Theme-2: learning activities including learning styles, learning motivation, and self-confidence and abilities; Theme-3: learning habits comprising learning methods, concentration, and repeating the learning material. In stage 2, the result revealed that learning environment background (p=0.031), learning activities (p=0.021), and study habits (p=0.028) were significantly related to the success of the INCE on students.Conclusion: The learning culture of Indonesian students from the perspective of success in the INCE is formed starting from the pre-graduate level and continuing at the higher and professional levels.