Diverse Learning Styles Research Articles

Accessibility Challenges of Using Podcasts and Vodcasts in a South African Distance Learning University

Academic writing presents a range of challenges for students, particularly those enrolled in distance university institutions. These challenges encompass various facets such as understanding citation and referencing, developing a distinctive writer’s voice, mastering academic discourse, paraphrasing, summarising, and adhering to academic conventions. Notably, deficiencies in academic writing skills often trace back to inadequate preparation during high school education, potentially leading to qualification deferment and high dropout rates. To tackle these challenges, podcasts and vodcasts emerged as essential tools to bridge academic gaps, catering to diverse learning styles and offering flexibility beyond traditional teaching methods. However, the efficacy of supplemental multimedia tools warrants exploration, considering uncertainties regarding student acceptance. Thus, this study aimed to identify accessibility challenges, to reduce existing barriers and enhance accessibility in open distant institutions. Utilising qualitative research methodologies, including focus group discussions and literature analysis, data collection was conducted. The study drew upon Moore’s theory of transactional distance and Garrison et al.’s community of inquiry framework to create collaborative online interactions and meaningful lecturer-student engagement, culminating in the construction of new knowledge. Findings revealed that students did not encounter accessibility challenges and expressed preference for shorter podcasts and vodcasts. These multimedia formats alleviated boredom, clarified complex concepts, prevented monotony, enhanced attention and comprehension, stimulated interest, facilitated active learning, and accommodated various learning styles. Podcasts and vodcasts reduced transactional distance and created a sense of community. Contrary to prevailing literature, students did not encounter accessibility challenges, shifting the focus towards shorter, high-quality multimedia content rather than accessibility concerns.

Effects of individualized learning technique on achievement of upper basic social studies students in Pankshin local government area of plateau state, Nigeria

The study investigate the Effects Of Individualized Learning Technique On Achievement Of Upper Basic Social Studies Students In Pankshin Local Government Area Of Plateau State, Nigeria. The research employed quasi-experimental, non-equivalent pre-test and post-test quasi-experimental research design. The population consisted of 1,191 students of the public secondary schools. The population is presented in Table 2. It is made up of 663 male and 528 female. The sample was 153 Social Studies students in the intact classes. The experimental groups consisted of 44 males and 41 females while the control groups was made of 38 males and 30 females. The stratified sampling technique was adopted to select the sample for the study. This technique is deemed appropriate because the researcher intended to use students in urban and rural schools for the study. Social Studies Achievement Test (SSAT), as instrument for data collection. Mean and standard deviation were used to answer all the research questions while inferential statistics specifically, analysis of covariance (ANCOVA) were used to test the hypotheses at 0.05 level of significance. The use of ANCOVA helped to control any initial differences that existed between the group in the dependent variables and other extraneous factors that could affect the results other than the treatment. The findings revealed that The experimental groups have a mean score of 34.04 with a standard deviation of 10.21 in the pre-test and a mean score of 66.96 with a standard deviation of 10.15 in the post-test, higher than the pre-test mean score with a mean gain of 32.92. This means that there was an improvement in the achievement of students after treatment. The findings reveal that students in the experimental group had a higher achievement mean score (66.96) after treatment using individualized learning technique as against those in the control group (40.54) who were not given treatment, with a mean difference of 27.2. The study recommends among others that Educational authorities in Plateau State should consider integrating individualized learning strategies into the curriculum for Social Studies and other subjects. This can be done through the development of teaching materials that cater to diverse learning styles and paces.

Application of a Prediction Problem-Based Learning (PPBL) Method in an Undergraduate Biomechanics Course

Abstract Challenge As biomedical engineers revolutionize medicine, biomedical engineering programs must adapt to the diverse learning styles of the current student population. Students are learning in new ways and instructional strategies need to be adopted. Novel Initiative Understanding generational attributes is crucial for developing effective teaching pedagogy. Generation Z, also known as “zoomers” and “digital natives,” will dominate higher education for the next decade. In response to the shift of how students are learning, a new teaching method called Prediction Problem-Based Learning (PPBL) was implemented in an undergraduate Biomechanics course. PPBL combines the retrieval of information with problem-based learning to enhance student engagement and active learning. Reflection Comparing this method to traditional teaching approaches demonstrated significant improvements in a course learning outcome and exam performances among students exposed to PPBL. These results suggest that PPBL fosters a deeper understanding of the material and promotes a more effective learning strategy. Further analysis and testing of this method are recommended to confirm its efficacy and explore its potential for broader application in biomedical engineering educational courses. This innovative approach aligns with the needs of Generation Z learners, who thrive in interactive and technology-enhanced educational environments, thereby providing greater opportunities for academic success and professional preparedness.

Searching for Authentic Cultural Engagement in the Classroom

Many teachers in the current public education system in the United States do not fully consider the unique societal and cultural aspects of African American and Latinx learners. As a result, many teachers could benefit from developing skills that strengthen their understanding of authentic engagement, cultural competency, and cultural congruency to aid in implementing culturally relevant and sustaining pedagogical practices that benefit the diverse learning styles of these students. Additionally, some African American/Black teachers have adopted a standalone Eurocentric approach to teaching that could further alienate and disenfranchise students of Color. To address these issues, I describe and explain the decisions and actions taken by an all-African American teaching staff at a school in North Carolina that educates a 100 percent minority student population. This autoethnographic study also highlights the cultural and academic challenges that many students face due to the shortage of teachers who understand and apply methods and approaches involving cultural competency, cultural congruency and authentic cultural engagement.

DIFFERENT VARIATIONS OF TOTAL PHYSICAL RESPONSE ACTIVITIES AND THEIR BENEFITS IN TEACHING LANGUAGE

Total Physical Response (TPR) is a dynamic language teaching method that combines physical movement with verbal input to enhance language acquisition. This article examines various TPR activities, such as commands, storytelling, role-playing, and games, which engage students physically while they learn. These activities accommodate diverse learning styles, benefiting kinesthetic learners who excel with movement. The article emphasizes TPR's effectiveness in improving vocabulary retention, listening skills, and engagement. By linking actions to the language being taught, TPR reduces anxiety, creating a more enjoyable and less intimidating learning environment. Variations like group commands and interactive storytelling offer flexibility for different age groups and proficiency levels, making TPR a versatile method. Additionally, TPR promotes natural language acquisition by mirroring how children learn their first language—through listening and physical response before speaking. The article concludes that incorporating diverse TPR activities accelerates learning and fosters a dynamic, inclusive classroom atmosphere.

The Influence of Learning Styles and Attitudes on Academic Performance of College Students in a Flipped Learning Environment

This study looks into how flipped classrooms affect college students with different kinds of learning styles, attitudes, and academic performance. The purpose of the study is to provide empirical support for the effectiveness of the flipped classroom model in accommodating a variety of learning styles. Survey questionnaires and midterm grades of students were used as instruments for data analysis on 85 participants in a state university in the Philippines. Statistical tools such as frequency counts, percentages, mean, standard deviation, Kruskal-Wallis test, and Kendall's tau-b were employed for a comprehensive analysis. The data analysis revealed that a majority of respondents identified as auditory learners, expressing agreement with the flipped classroom model and demonstrating excellent performance within this learning environment. Significantly, the positive attitude and excellent performance exhibited no significant differences across various learning styles. Clear evidence emerged indicating that a positive attitude toward the flipped classroom correlated with exceptional academic achievements. Consequently, the study implies that the flipped classroom proves effective in catering to diverse learning styles while maintaining students' excellent academic performance. Furthermore, it could be concluded that their positive attitude in a flipped classroom model have boosted their academic performance in general. Understanding the connection between students' attitudes toward particular pedagogical approaches and their academic performance offers important insights that can greatly enhance the processes of teaching and learning, resulting in better educational outcomes fostering a positive learning environment.

Locus of Control, Learning Styles, and Academic Achievement of Saudi Pre-professional Medical Students: A Cross-sectional Study.

The objective of this study was to describe medical students' learning styles and locus of control (LOC) and to determine their association with academic achievement. A cross-sectional study was performed at a health science university in Saudi Arabia. A sample of 158 medical students completed Kolb's learning style and locus of control scales. The authors measured academic achievement by grade point average (GPA) and collected demographic characteristics. Most students' learning styles were classified as convergent (51.3%), whereas the rest adopted divergent (23.4%), accommodative (18.4%), and assimilative (7%) styles. Analysis revealed that students with a lower LOC tend to have higher GPAs than those with a higher LOC. However, no association was found between Kolb's learning styles and LOC or GPA. The findings of this study provide educators with essential insights into factors that enhance students' academic achievements. We conclude that locus of control plays a crucial role in academic success. Medical educators should consider diverse student learning styles to adopt appropriate teaching methods that meet students' needs, ultimately improving educational practices and outcomes in medical education.

Exploring Teaching Strategies Used by University Instructors to Enhance Student Engagement in Academic Subjects

This study explored the diverse strategies employed by university instructors, highlighting the need for adaptive teaching strategies consistent with constructivist theories to enhance student engagement in academic subjects. Because of the changing educational landscape, university instructors face challenges sustaining continuous student engagement. The study aimed to discover proactive measures that foster and stimulate student engagement, contributing to a more inclusive educational environment. Using a qualitative approach, in-depth face-to-face interviews and open-ended online questionnaires were conducted with 16 university instructors from Malaysia and China. The findings revealed the significant role of flexible teaching strategies in overcoming challenges and provided valuable insights for refining instructional practices to address diverse learning styles and cultural backgrounds. The research underscores the necessity of continuous adaptation and innovation to meet the evolving demands of modern education, guiding instructors to create more dynamic and responsive learning experiences.

Effects of Collaborative Assessment on Undergraduate Students’ Writing Performance

This study investigates the impact of collaborative assessment on undergraduate students’ writing performance in English as a Foreign Language (EFL) courses in Indonesia. Collaborative assessment, which encompasses self-assessment, peer assessment, and teacher assessment, enhances writing proficiency and critical thinking skills. This study exclusively incorporates the field dependence-independence (FDI) cognitive styles to explore how these learning styles interact with collaborative assessment strategies. The research used a quantitative method to involve 120 students from Universitas Pancasakti Tegal, divided into field-independent and field-dependent groups. Over 14 weeks, students participated in collaborative assessment activities within their writing courses. Pre- and post-tests, along with survey questionnaires, measured improvements in writing performance and student attitudes. Results indicated significant improvements in writing skills for both cognitive style groups, with field-independent students showing slightly higher gains. The study concludes that collaborative assessment effectively enhances writing performance and fosters positive learning attitudes, regardless of cognitive style, and recommends integrating this approach into EFL writing instruction. The findings imply that collaborative assessment is a valuable tool for accommodating diverse learning styles in EFL education.

Revolutionizing Education: The Impact of AI-Enhanced Teaching Strategies

In recent years, the integration of Artificial Intelligence (AI) into educational settings has revolutionized traditional teaching methodologies, leading to the development of innovative teaching strategies. This paper explores how AI-enhanced approaches are transforming education by personalizing learning experiences, improving student engagement, and optimizing instructional methods. Through adaptive learning platforms, AI tailors educational content to meet individual student needs, fostering a more inclusive and effective learning environment. Intelligent tutoring systems provide real-time feedback and support, enabling students to progress at their own pace and achieve mastery in various subjects. Additionally, AI-driven analytics offer educators valuable insights into student performance and learning patterns, facilitating data-informed decisionmaking and targeted interventions. By leveraging AI technologies, educators can create dynamic, interactive, and studentcentered classrooms that cater to diverse learning styles and preferences. This paper discusses the potential benefits and challenges of AI-enhanced teaching strategies and highlights the importance of integrating AI thoughtfully and ethically to maximize its positive impact on education.

Elementary learning styles and application of the Dunn and Dunn learning style inventory model

This study explored the diverse learning styles of elementary pupils in an elementary school in the Philippines. It examined the application of the Dunn and Dunn Learning Style Inventory Model (DDL-SIM) to enhance educational outcomes. Recognizing the unique learning preferences of learners, the research aimed to bridge the gap in learning styles by implementing tailored teaching methods and strategies. Utilizing an explanatory mixed-methods research design, the study engaged all pupils using the complete enumeration sampling technique to ascertain their learning styles across five domains: environmental, emotional, sociological, physiological, and psychological. The survey questionnaire for the quantitative phase and the semi-structured interview guide questionnaire for the qualitative phase were employed, which were subjected to validity and reliability tests by the expert panel of evaluators. The study's data analyses utilized descriptive statistics, Spearman Rho correlation, and thematic analysis. As per the DDL-SIM, quantitative findings revealed significant emotional and physiological preferences, with significant relationships between demographic profiles and their learning styles. Qualitative insights underscored a holistic approach to learning as the generated major theme, emphasizing the interconnectedness of minor themes such as emotional intelligence, social dynamics, physical health, and environmental factors in the learning experiences. The study suggested that educators create tailored learning plans and gender-sensitive approaches and include emotional and physiological aspects in teaching. In support of varied learning styles, it promoted the DDL-SIM of educator’s professional development and parent and community participation. Hence, the DDL-SIM recognizes and addresses each learner's unique preferences, promoting a more inclusive and successful learning environment.

A Conceptual Study on Effective Teaching Strategies for Inclusive Classrooms

Creating inclusive classrooms is a crucial aspect of modern education, aiming to provide equal learning opportunities for all students, including those with disabilities and diverse learning needs. The study reviews related literature to find effective teaching strategies for an inclusive classroom. To accommodate varied learning styles and capacities, the research strongly emphasizes differentiated training. Additionally, it discusses the Universal Design for Learning (UDL) framework, which offers a variety of interaction, representation, and expression options to improve teaching and learning initiatives. The integration of assistive technology is highlighted for its role in enabling students to access the curriculum and participate fully in classroom activities. Furthermore, as a strategy for fostering an active and encouraging learning environment in the classroom, Positive Behaviour Support (PBS) is covered. The study emphasizes how significant it is to foster an inclusive, cooperative, and respectful classroom environment. This research offers a guide for teachers who are dedicated to establishing inclusive classrooms that promote the achievement of all students through a blend of theoretical concepts and real-world experiences. Therefore, this conceptual paper analyzes the importance of selecting appropriate teaching strategies to create a practical inclusive classroom.

Hybrid, blended, and hyflex learning as future models for education

The education system continuously adapts to address abnormal social fluctuations such as pandemic lockdowns, climate change, disasters, and social distractions during war, migration, and more. Remote learning methods have advantages and disadvantages, a topic of discussion among many educators. Education is a critical part of society, ensuring the well-being of humanity. Future models for education refer to potential changes and advancements in the structure, delivery, and access to education. This includes innovations in teaching methods, learning environments, technology integration, and overall educational systems. Future models for education may involve the adoption of new teaching strategies and approaches that cater to diverse learning styles and preferences. This could include personalized learning, project-based learning, and flipped classrooms, aiming to enhance student engagement, critical thinking skills, and knowledge retention. The future of education may shift towards more dynamic and interactive learning environments, which can involve the use of virtual reality, augmented reality, gamification, and immersive simulations to create attractive educational experiences. Education in the future might incorporate innovative technology as a crucial component of the learning process, the use of artificial intelligence, adaptive learning platforms, online collaboration, and digital e-learning resources for content distribution. Technology integration targets to make education more accessible and flexible to individual student needs. Research plays a crucial role in shaping the future of education by notifying evidence-based practices and guiding decision-making processes. The article is a short review that discusses and analyses the differences and preferences between remote digital methods applying during COVID-19 restrictions.

Methodological strategies to extend the attention of the students of the sixth year EGB of the Educational Center "5 de mayo" in the teaching-learning process of the English language

This investigation delves into the efficacy of various methodological strategies in sustaining student attention within a sixth-grade English classroom in Chone City. With a class size of 62, maintaining student engagement presents a significant challenge. To address this, the study employed a bibliometric analysis to inform the research framework. A convenience sample of five English teachers with varying levels of experience was selected for in-depth interviews. Additionally, classroom observations were conducted to gather comprehensive data. The research findings illuminate the correlation between specific methodological approaches and their impact on student attention levels. By examining the perspectives of experienced educators and observing classroom dynamics, this study offers valuable insights into effective strategies for optimizing student engagement in large-scale classroom settings. The study also explores the role of interactive and participatory teaching methods, such as group discussions, multimedia presentations, and hands-on activities, in fostering a more engaging learning environment. By integrating these approaches, teachers can create a more dynamic and stimulating classroom atmosphere that caters to diverse learning styles and keeps students actively involved. Furthermore, the research highlights the importance of continuous professional development for teachers, enabling them to stay updated with the latest educational trends and techniques. This ongoing learning process empowers educators to implement innovative strategies that can effectively capture and maintain student interest. Ultimately, the findings of this study aim to provide a comprehensive understanding of the factors that contribute to student engagement and offer practical recommendations for educators seeking to enhance the learning experience in large classroom settings.

Adapting to the 21st Century Learning: Teaching Strategies of Filipino Sped Teachers in the United States

This study employs a narrative research methodology to explore the instructional modifications and teaching practices utilized by Filipino Special Education (SPED) teachers in the United States to meet the demands of 21st-century learning. Through in-depth, semi-structured interviews with ten purposely selected SPED educators, key themes emerged, including technology integration, differentiated instruction, cultural sensitivity, individualized education plans (IEPs), family and community involvement, and the creation of sensory-friendly environments. Participants highlighted the importance of leveraging technology for personalized learning, implementing varied instructional strategies to accommodate diverse learning styles, and incorporating culturally relevant materials to foster inclusivity. Regular IEP reviews and active family engagement were identified as critical for enhancing student motivation and success. Additionally, creating sensory-friendly classroom environments was emphasized as essential for supporting students' sensory processing needs. The findings indicate that these multifaceted strategies not only promote academic achievement but also enhance social-emotional development and inclusivity among students with special needs. Recommendations include ongoing professional development for educators, increased parental involvement in the IEP process, and systematic reviews of instructional strategies. This research contributes to a deeper understanding of how Filipino SPED teachers adapt their practices in diverse contexts, ultimately informing educational policies and teacher preparation programs aimed at fostering equitable learning environments.

337 Awardee Talk: What’s the focus of your teaching lens?

Abstract Throughout a career, the intersection of research and teaching unveils a profound realization - greatest contributions emerge when the teaching lenses are student-focused. A passion for teaching, rooted in early experiences with agriscience courses, evolved into aspirations to pursue a Master Teacher capacity. Embodied in a metaphor of evolving software, teaching continually updates to ‘version 9.0,’ emphasizing adaptability and a commitment to student-centered learning and their ‘becoming’. As an active co-participant in learning processes, I have honed teaching to my personality, aligning with a lens for the diverse needs of students and their growth. Most impactful teaching arises from attentive listening and a lens of deep understanding of students. One key to success lies in creating compelling, coherent learning environments and involving students in collaborative discussions about their educational goals - educating to elevate and empower mindsets. My courses initiate with a “Begin with the End in Mind” session, engaging students in dialogue about the value they seek from the term, collaboratively planning the path to their educational objectives while creating a ‘safe holding environment.’ Over time, a teaching philosophy emerged, centered around constructing courses with achievable high expectations, involving students in logistical decisions, and clarifying benchmarks to keep learning outcomes on track. Pedagogical goals are to be an “Orchestrator of Discovery,” fostering self-directed learning. Science courses are challenging, yet balanced with fairness, sincerity, and a lens of student-centeredness - pursuing student feedback. Continually seeking innovative teaching enhancements combat stagnation by testing alternative teaching approaches, striving for perfection while acknowledging that improvement becomes a constant journey. Experiments include various activities catering to diverse learning styles, integrating digital tools or high-impact experiences. Instilling intellectual passion by expressing excitement for the material fosters an atmosphere where students recognize the lens of relevance of the subject matter and self-learning. Success is witnessing students express excitement and genuine interest. A ‘teaching transcends the classroom’ lens is about making a lasting impact on students’ lives. A graduate expressing gratitude for something learned is an ultimate reward for pedagogical rectitude. Advancing long-term goals of becoming a better teacher occurs by participating in campus teaching programs, subscribing to teaching-publications, and engaging in scholarship of teaching and learning. Regular assessments and feedback mechanisms inform the practice, ensuring that we stay attuned to students’ needs by delivering impactful instruction. Another lens is to actively seek funding for the teaching program, collaborating to adopt innovative practices. In conclusion, teaching lenses are rooted in reflection, adaptability, student-centeredness, a heavy leadership development/growth thread and a commitment to foster a love of learning in others. As we navigate the dynamic landscape of education, may we be driven by a lens of belief that teaching is not just a profession - it is a calling.

Development of Mobile Learning NARACY (Financial Literacy) as a Learning Media for Social Studies Subjects in Junior High School

The industrial revolution 4.0 is characterized by technological disruption that affects the education system. One of the implementations of technology orientation in the learning process facilitated by teachers is through learning resources. Therefore, this study aims to produce a mobile learning product, NARACY, as a learning media to support financial literacy material activities for grade IX junior high school students. This research uses the Research & Development (R&D) method with the ADDIE model. This research and development showed a total percentage of material validators of 91.6% and media validators of 95%. At the same time, the trial results on grade IX students obtained an average percentage score of 93%. Based on these results, the NARACY application is very feasible to use as a medium for learning social studies in grade IX junior high school. This research and development is expected to be an innovative learning support media that can be used by teachers and students and is expected to facilitate diverse student learning styles. Suggestions for further research include testing the product's effectiveness by conducting experimental activities in the classroom and providing various themed features on the product. They can be disseminated through the Google PlayStore platform.

Analysing Learning Styles for Engineering Capstone Projects: 4MAT Analysis on Student Outcomes and Perceptions

Capstone projects are integrated into engineering curricula to combine various subjects and impart essential professional skills that may be difficult to teach solely through traditional lecture-based courses. These projects play a crucial role in preparing students for their future roles as professional engineers, thereby significantly impacting a university’s industry reputation and ranking. The challenge in engineering education lies in aligning the teaching approach of educators with the diverse learning styles of their students. This study aims to examine the impact of the learning style of the students measured by their watching-doing scores using the 4MAT tool, on the attainment of the benefits of the graduation project (GP). The Bayesian Belief Networks (BBN) approach was adopted in this study to analyse the data collected from 271 students enrolled in both GP1 and GP2 semesters in the engineering department of United Arab Emirates University. Results show that regardless of learning style, both watching and doing category students share similar perspectives on various aspects of the GP course, such as the optimal team performance ratio. However, when assessing the overall effectiveness of the GP programme, doing students exhibit a higher level of agreement than watching students. The study provides valuable insights to faculty members, helping them navigate the optimal balance between providing mentorship and fostering students’ independence during the different stages of their final-year design capstone projects. These findings underscore the importance of tailored educational strategies to accommodate diverse learning styles, contributing to more effective engineering education and better-prepared graduates.

Optimizing Pedagogy through Gamification: A Scientific Approach to Enhancing Student Motivation in Madrasah

This research focuses on optimizing pedagogy through gamification as a scientific approach to increasing student motivation in madrasas. This research aims to analyze the effectiveness of gamification elements in the learning process and how this can influence student motivation and engagement. This research uses a qualitative method with a case study approach, where data is collected through in-depth interviews, class observations, and content analysis. Research findings show that implementing gamification significantly increases student motivation, primarily through the dynamic engagement generated by game elements such as challenges, point systems, and rewards. Students who engage in gamification-based learning show increased active participation and a greater desire to achieve academic goals. The implications of this research highlight the importance of integrating appropriate gamification elements in madrasa curricula to create a more interactive and motivating learning environment and the challenges that need to be considered regarding adapting gamification to diverse learning styles.

Impact of Video Podcasts on Speaking Proficiency in Indonesian Higher Education: A Study of Diverse Learning Styles

This study investigates the effectiveness of video podcasts as a supplementary tool for enhancing speaking proficiency among second-semester higher education students majoring in English, with varying learning styles. It examines the impact of video podcasts on speaking proficiency across visually-dominant, auditory-dominant, and kinesthetic-dominant learners and explores the differences in effects among these three learning styles. It involved 42 respondents, specifically within an Intermediate Speaking course, categorized into three groups based on their dominant learning styles: visual, auditory, and kinesthetic. Data were analysed through paired sample t-tests and one-way ANOVA. The result shows that visually-dominant learners improved from a pretest mean of 60.24 to a posttest mean of 67.48 (p = .000), auditory-dominant learners increased from 60.36 to 66.73 (p = .001), and kinesthetic-dominant learners showed an increase from 64.33 to 72.83 (p = .022). Despite these improvements, the one-way ANOVA indicated no statistically significant differences in the level of improvement among the three learning styles (p = .707) which implies that video podcasts are effective across different learning styles. This study’s findings contribute to the understanding of multimedia tools' role in language learning and the positive impact of utilizing video podcasts on speaking proficiency. The flexibility of video podcasts enables students to learn at their own pace, revisit content, and receive personalized feedback, which can be particularly beneficial for students with different learning styles.