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Pashler, Harold, Mark McDaniel, Doug Rohrer, and Robert Bjork. "Learning Styles." Psychological Science in the Public Interest 9, no. 3 (December 2008): 105–19. http://dx.doi.org/10.1111/j.1539-6053.2009.01038.x.
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The term “learning styles” refers to the concept that individuals differ in regard to what mode of instruction or study is most effective for them. Proponents of learning-style assessment contend that optimal instruction requires diagnosing individuals' learning style and tailoring instruction accordingly. Assessments of learning style typically ask people to evaluate what sort of information presentation they prefer (e.g., words versus pictures versus speech) and/or what kind of mental activity they find most engaging or congenial (e.g., analysis versus listening), although assessment instruments are extremely diverse. The most common—but not the only—hypothesis about the instructional relevance of learning styles is the meshing hypothesis, according to which instruction is best provided in a format that matches the preferences of the learner (e.g., for a “visual learner,” emphasizing visual presentation of information). The learning-styles view has acquired great influence within the education field, and is frequently encountered at levels ranging from kindergarten to graduate school. There is a thriving industry devoted to publishing learning-styles tests and guidebooks for teachers, and many organizations offer professional development workshops for teachers and educators built around the concept of learning styles. The authors of the present review were charged with determining whether these practices are supported by scientific evidence. We concluded that any credible validation of learning-styles-based instruction requires robust documentation of a very particular type of experimental finding with several necessary criteria. First, students must be divided into groups on the basis of their learning styles, and then students from each group must be randomly assigned to receive one of multiple instructional methods. Next, students must then sit for a final test that is the same for all students. Finally, in order to demonstrate that optimal learning requires that students receive instruction tailored to their putative learning style, the experiment must reveal a specific type of interaction between learning style and instructional method: Students with one learning style achieve the best educational outcome when given an instructional method that differs from the instructional method producing the best outcome for students with a different learning style. In other words, the instructional method that proves most effective for students with one learning style is not the most effective method for students with a different learning style. Our review of the literature disclosed ample evidence that children and adults will, if asked, express preferences about how they prefer information to be presented to them. There is also plentiful evidence arguing that people differ in the degree to which they have some fairly specific aptitudes for different kinds of thinking and for processing different types of information. However, we found virtually no evidence for the interaction pattern mentioned above, which was judged to be a precondition for validating the educational applications of learning styles. Although the literature on learning styles is enormous, very few studies have even used an experimental methodology capable of testing the validity of learning styles applied to education. Moreover, of those that did use an appropriate method, several found results that flatly contradict the popular meshing hypothesis. We conclude therefore, that at present, there is no adequate evidence base to justify incorporating learning-styles assessments into general educational practice. Thus, limited education resources would better be devoted to adopting other educational practices that have a strong evidence base, of which there are an increasing number. However, given the lack of methodologically sound studies of learning styles, it would be an error to conclude that all possible versions of learning styles have been tested and found wanting; many have simply not been tested at all. Further research on the use of learning-styles assessment in instruction may in some cases be warranted, but such research needs to be performed appropriately.
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Putra M, M. Rafly Dwi. "Learning Styles in Learning English." Proceedings Series on Social Sciences & Humanities 21 (April 25, 2025): 66–69. https://doi.org/10.30595/pssh.v21i.1510.
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This study aims to find out What kinds of student learning styles in Learning English and what learning styles are most commonly used by students in learning English. This study uses quantitative research methods, non-probability sampling techniques with total sampling techniques. The sample in this study was 47 respondents. The results showed that the learning styles that generally exist in English learning are visual learning, auditory learning, and kinesthetic learning. The learning style that is most widely used in general is the visual learning style.
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Ali, Muhammad, Emzir Emzir, and Zainal Rafli. "THE EFFECT OF LEARNING PROBLEM BASED LEARNING (PBL) AND TASK BASED LEARNING (TBL) LEARNING MODELS AND LEARNING STYLE TO SKILL WRITING NARRATION." IJLECR - INTERNATIONAL JOURNAL OF LANGUAGE EDUCATION AND CULTURE REVIEW 3, no. 2 (December 1, 2017): 112–21. http://dx.doi.org/10.21009/ijlecr.032.010.
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The purpose of this research to examine the influence of learning models and learning styles to the skills of writing narrative essay students of the second semester of the Indonesian Language Studies Program University PGRI Palembang. This research used experimental method with two way ANAVA design with level of α = 0,05. This study shows the result that; (1) Student narrative writing skills taught by PBL models are better than those taught by the TBL model, (2) Student narrative writing skill with FI learning style is better than those who study with FD learning style, (3) interaction Between learning models, learning styles, and narrative writing skills, (4) The results of the writing skills of students who have Field Independent learning styles and learning styles with PBL learning models are better than their narrative writing skills that have Field Independent learning styles and learning with learning models TBL, (5) The result of students writing skill with Field Dependent learning style and learning with PBL learning model is not better than their learning style having Field Dependent learning style and learning TBL learning model. Based on the results of the study it can be concluded that the PBL learning model is more effective than the learning model of TBL in learning narrative writing skills. Learning styles can also influence narrative writing skills because of the interaction between learning models, learning styles and narrative writing skills.
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DANISH, KHALID FAROOQ, and AZRA SAEED AWAN. "LEARNING STYLES." Professional Medical Journal 16, no. 02 (June 10, 2009): 162–68. http://dx.doi.org/10.29309/tpmj/2009.16.02.2889.
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O b j e c t i v e s : 1. To study the prevalence of learning styles in intermediate level students in Rawalpindi according to Kolb'sLearning Style Inventory. 2. To study the correlation of learning styles with career choices of intermediate level students in Rawalpindi. 3.To compare the results of the study with the learning styles of clinical students of a medical college. D e s i g n : Cross sectional. Descriptive.M e t h o d s : The study was done on the intermediate level students of Government Colleges in Rawalpindi. It included the Pre-Medical, Pre-Engineering and Humanities students. All students were given a questionnaire based on Kolb's learning style inventory, and responsescollected. Instructions to fill the questionnaire were given verbally to all students. Each student was also instructed to present three careerchoices in order of priority. Data was collected. Results: Prevalence of different learning styles in medical students and intermediate levelstudents is shown in table-l and table-ll respectively. C o n c l u s i o n s : The prevalence and pattern of learning styles of intermediate levellearners and medical students is different. Majority of intermediate level learners have the converger learning styles in contrast with themedical students in whom accommodators are in overwhelming majority. Most learners choosing "Doctor" as their preferred career amongintermediate level learners were of assimilator style, followed by convergers. Accommodators were on third place in choosing "Doctor" aspreferred career. The most preferred career among intermediate level learner was "Teacher".
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Bawalsah, Joseph Awwad, and Amer Hani Haddad. "Preferred Learning Styles among Students with Learning Disabilities." International Journal of Education 12, no. 3 (September 25, 2020): 119. http://dx.doi.org/10.5296/ije.v12i3.17265.
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Students with learning disabilities (LD) can benefit more in school contexts when they are allowed to learn according to their preferred learning style. The purpose of this study was to identify preferred learning styles in 10th-grade students with LD and to determine whether these styles differ according to gender and Grade Point Average (GPA). A quantitative design through questionnaires and personal interviews were applied, 184 students completed self-report questionnaires for defining their learning style, and were interviewed for LD diagnosis. Results revealed that 45 students of them were at risk of having LD, and that kinesthetic and auditory learning styles were the most preferred styles among them, and these styles were correlated to gender between males and females, and correlated to GPA as students with higher achievement prefer kinesthetic and auditory learning styles respectively. The presence of LD managed to predict the preferred learning style according to gender and GPA, as males with LD preferring the auditory learning style managed to have better GPA compared to other students with LD, while females with LD who preferred kinesthetic learning style managed to have a better GPA compared to other females with LD. Findings were discussed according to the current educational practices adopted by teachers in schools compared to desired practices that should be compatible with preferred learning styles.
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Zahirah M, Nur Fadilah, Maemuna Muhayyang, and Nur Aeni. "Identifying Students’ Learning Styles in English Learning." PERFORMANCE: JOURNAL OF ENGLISH EDUCATION AND LITERATURE 3, no. 2 (May 20, 2024): 239. http://dx.doi.org/10.26858/performance.v3i2.62005.
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This research highlights students’ learning styles in English learnin to find out (1) the types of learning styles of class VIII students at SMP Negeri 24 Makassar, and (2) how do class VII students at SMP Negeri 24 Makassar empower their learning styles in English learning. This research used mixed methods taking 118 class VIII students of SMP Negeri 24 Makassar as the sample by using random sampling techniques. The instruments were questionnaire, observation, and interview. Twenty-five students as representatives of the three types of learning styles were observed and interviewed regarding how they empowered their learning styles. The results show that (1) class VIII students of SMP Negeri 24 Makassar predominantly have a visual learning style with a total of 66 students (55.93%), followed by the auditory learning style of 43 students (36.44%), and kinesthetic learning style of 9 students (7.63 %), and (2) visual learning style students empower their learning style by having neat and orderly writing, note important points from the material, and utilize online media; auditory learning style students empower their learning style by collaborate in doing their assignments, create a calm environment, and utilize online media; and kinesthetic learning style students empower their learning style by point to the text while reading, choose practical activities, and move their body parts when they are focused. Thus, it can be concluded that class VIII students at SMP Negeri 24 Makassar predominantly have visual learning style by empowering their learning style with activities that rely on their sight, while students with auditory learning style rely on their hearing and students with kinesthetic learning style are happy with activities that rely on physicality.Key words-- visual, auditory, kinesthetic, learning styles, English learning.
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Dr., M. Karuppasamy. "LEARNING STYLES AND ACADEMIC ACHIEVEMENT AMONG HIGHER SECONDARY SCHOOL STUDENTS." International Journal of Computational Research and Development 1, no. 2 (September 22, 2016): 155–57. https://doi.org/10.5281/zenodo.1432817.
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Learning style refers to the ability of learners to perceive and process information in learning situations. One of the most important uses of learning styles is that it makes it easy for teachers to incorporate them into their teaching. There are different learning styles. Three of the most popular ones are visual, auditory, and kinesthetic in which students take in information. This study is an analysis of learning styles prevalent among higher secondary school students. It also tries to find out relation and effect of different learning styles on academic achievements of students. A sample of 300 students of class 11<sup>th</sup> standard was selected for the study. Findings of the study reveal that, kinesthetic learning style was found to be more prevalent than visual and auditory learning styles among secondary school students. There exist positive high correlation between kinesthetic learning style and academic achievement. The main effects of the three variables - visual, auditory and kinesthetic are significant on academic achievement.
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Bruce, Judith C., and Evelyn B. Chilemba. "BSN graduates’ preferred learning styles: implications for student-centered learning." Journal of Nursing Education and Practice 7, no. 10 (May 11, 2017): 56. http://dx.doi.org/10.5430/jnep.v7n10p56.
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Purpose: The purpose of the study was to determine the learning styles that nursing graduates employed during the course of their BSN programme.Methods: Within a sequential, explanatory mixed methods design a survey was administered to determine graduates’ learning styles. From a population of 384 graduates, a sample of 200 agreed to participate. Data were collected using the Grasha-Riechmann Learning Styles Scales. MS Excel was used to enter the learning styles scores; descriptive statistics were computed using the statistical package SPSS Version 16.0.Results: The most dominant and preferred learning styles are Competitive learning style (x̄ = 3.98; SD = 0.52) and Avoidant learning style (x̄ = 3.88; SD = 0.68). Both are teacher-centered learning styles that do not promote learner independence, confidence, critical thinking and active learning. The least preferred is the Independent Learning Style (x̄ = 2.84; SD = 0.80). Implications for student-centered learning are inferred from the results.Conclusions: Graduates’ preference for the Competitive and Avoidant learning styles reflects an alignment with a teacher-centered paradigm and lack of diversity in use of learning styles during their study. The preferred learning styles detract from student-centered learning and point to an approach to teaching that integrates Socratic and facilitative methods to promote diversity of learning styles. As the educational paradigm shifts towards student-centered learning there is mounting pressure on educators to have better understanding on students’ preferred learning styles and adopt variety of pedagogical strategies to optimize ways students learn.
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Ismail, Ismail, Hasanuddin Hasanuddin, and Andi Chandra. "The Influence of Thinking Styles and Learning Styles on Student Learning Achievement." AL-ISHLAH: Jurnal Pendidikan 15, no. 1 (January 11, 2023): 193–202. http://dx.doi.org/10.35445/alishlah.v15i1.2896.
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Thinking styles and learning styles are a person's unique identity in the learning process in order to achieve learning outcomes, one of which is learning achievement. This study aims to see the effect of thinking and learning styles on learning achievement in Islamic education at a private Islamic university in North Sumatra. The method used is quantitative. There are 2739 students as a population and 438 students as a sample. The instrument uses a Likert scale. The thinking style scale was adapted from Sternberg; namely, thinking style and student learning style variables will be measured using the Grasha Learning Style Inventory. The results showed that there was an influence of thinking styles and learning styles on learning achievement in Islamic Education at a private Islamic university in North Sumatra. There is a contribution between the dominant thinking style on student achievement (F = 29,393, p = .000) with an effect of 32.4%. There is a significant contribution from the dominant learning style to student achievement in Islamic education (F = 36,500, p = .000), with a contribution of 20.2%.
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Bhuvaneswari, G., B. R. Aravind, S. Suman Rajest, and S. Arun Kumar. "Virtual learning styles based on learning style detection." International Journal of Knowledge and Learning 18, no. 2 (2025): 115–33. https://doi.org/10.1504/ijkl.2025.145083.
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Amita Sood and Jyoti Sarin. "Learning Styles: An Overview." Indian Journal of Forensic Medicine & Toxicology 15, no. 3 (May 17, 2021): 66–71. http://dx.doi.org/10.37506/ijfmt.v15i3.15271.
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Learning styles aim to know variations in individuals’ learning. As per most of the theories, humans may be classified in line with their‘style’of learning. The term “learning styles” speaks to the understanding that each student learns uniquely. Learning is a vital experience for individuals of all ages. Based on Howard Gardner’s Theory of Multiple Intelligences, there are eight varieties of learning styles that everybody falls into which include visual, aural, verbal, physical, logical, social, solitary and naturalistic learning. Learning style inventories are designed to assist respondents verify learning style they have. These inventories usually take the form of a questionnaire that focuses on how folks prefer to learn. Learning style inventories are based on the thought that individuals have completely different strengths and preferences when it involves learning. Learning style inventories remain a preferred classroom tool despite the actual fact that research has found very little proof that matching a student’s learning preferences to instructional methods produces better educational outcomes. These are a few popular types of learning style inventories such as Kolb’s Learning Style Inventory (LSI), Fleming’s VARK Learning Style Questionnaire, Jackson’s Learning Styles Profiler (LSP), Learning Style Quizzes.In short, it is important to remember that there are a number of learning styles and learning style inventories. Each learning style has its own advantages and disadvantages. Knowing your learning style is not meant to limit you, instead to expand you – by helping you to learn, understand, work and live more efficiently.
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Mehenaoui, Zohra, Yacine Lafifi, and Layachi Zemmouri. "Learning Behavior Analysis to Identify Learner's Learning Style based on Machine Learning Techniques." JUCS - Journal of Universal Computer Science 28, no. (11) (November 28, 2022): 1193–220. https://doi.org/10.3897/jucs.81518.
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Learning styles cover various attributes related to the attitude and the learning behavior of individuals. Research and educational theories confirm that considering learning styles in distance learning environments can improve academic performance and learner satisfaction. The traditional approach to identify learning styles is based on asking students to fill out a questionnaire. This approach is considerably less accurate due to the learners’ lack of awareness of their own preferences. Furthermore, learners’ learning styles are defined only once. In this study, we propose an automatic approach to identify learners’ learning styles based on patterns of learning behavior with respect to Felder and Silverman Learning Style Model (FSLSM), in an online learning environment. Patterns of behavior were analysed based on a data-driven approach. This approach exploits different Machine Learning (ML) techniques to detect the learning styles of learners. To validate our proposals, experiments were carried out in a higher education institution with 73 students enrolled in online courses on the ADLS (Automatic Detection of Learning Styles) system that we implemented. A 9 runs cross-validation was used to evaluate the selected ML techniques. Detection accuracy, recall, precision, and F measure were observed. The findings show the possibility of detecting learning styles automatically based on learning behavior with high performances. Different levels of accuracy were found for the different dimensions of FSLSM. However, Support Vector Machines (SVM) have exhibited great ability in predicting learning styles for all dimensions of FSLSM with an accuracy average of 88%.
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Lee, Seongju, and Heejeong Jeon. "The Effect of Learning Style on Learning Motivation and Attitude of College Students." Korean Society of Culture and Convergence 44, no. 12 (December 31, 2022): 249–62. http://dx.doi.org/10.33645/cnc.2022.12.44.12.249.
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The purpose of this study was to examine the distribution and pattern of learning style preferences of college students and to investigate the effect of major learning styles on their learning motivation and learning attitude. To achieve the purpose, the Perceptual Learning Style Preference Questionnaire was conducted for college students. Learning styles were divided into perceptual learning types (visual, auditory, tactile, and kinetic style) and social learning types (group and individual style). The responses of 514 were used, and using SPSS 27.0 program, cross tabulation analysis and multivariate analysis were conducted. The results of the study are as follows: college students generally preferred visual and group types. Male students preferred group styles, and female students preferred individual styles. The most variable period for learning style of college students was assumed the third school year. More than half the students showed over two major learning styles. Finally, the higher the number of major learning styles, the higher learning motivation and learning attitude.
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Brooks, Janine. "Unravelling learning styles." Dental Nursing 16, no. 11 (November 2, 2020): 540–45. http://dx.doi.org/10.12968/denn.2020.16.11.540.
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Janine Brooks helps you to identify the best way to optimise your education experience Aim To introduce the learning styles of Honey and Mumford Objectives To differentiate between each of the four learning styles To know which methods of teaching suit each learning style To have explored how to strengthen least preferred learning styles GDC development outcomes A, B and D
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Mohd Isa, Noor Saatila, Norliana Omar, Farah Husna Mohd Fatzel, Zulkifli Mohd Ghazali, and Norazmi Anas. "The relationship between students’ learning styles and academic performance: Final year accounting students." EDUCATUM Journal of Social Sciences 7, no. 1 (January 1, 2021): 1–9. http://dx.doi.org/10.37134/ejoss.vol7.1.1.2021.
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Accounting students at tertiary education basically prefer different types of learning styles. This study investigated the impact of the relationship among the learning style preferences of undergraduate accounting students, awareness of learning styles and their academic achievements. Participants of the study consisted of all the final year accounting students in UiTM Tapah. The results indicated that the students prefer kinesthetic learning modality, and for the rest of the modalities students found that they are generally well-balanced. The study found that there were significant awareness of learning styles among students particularly for the kinesthetic type of students. However, based on the test conducted, there was no significant correlation between the academic achievement and the learning style preferences of the students. There was also no significant relationship between learning styles and awareness of the learning styles. Hence, types of learnings styles do not contribute directly to the accounting students’ academic performance.
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Richard, M. Felder. "Learning and Teaching Styles." European Journal of Teacher Education 2017, no. 10 (October 2, 2017): 11. https://doi.org/10.5281/zenodo.1000875.
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The ways in which an individual characteristically acquires, retains, and retrieves information are collectively termed the individual’s learning style. Mismatches often occur between the learning styles of students in a language class and the teaching style of the instructor, with unfortunate effects on the quality of the students’ learning and on their attitudes toward the class and the subject. This paper defines several dimensions of learning style thought to be particularly relevant to foreign and second language education, outlines ways in which certain learning styles are favored by the teaching styles of most language instructors, and suggests steps to address the educational needs of all students in foreign language classes.
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Richard, M. Felder. "Learning and Teaching Styles." European Journal of Teacher Education 2017, no. 10 (October 2, 2017): 11. https://doi.org/10.5281/zenodo.1000889.
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The ways in which an individual characteristically acquires, retains, and retrieves information are collectively termed the individual’s learning style. Mismatches often occur between the learning styles of students in a language class and the teaching style of the instructor, with unfortunate effects on the quality of the students’ learning and on their attitudes toward the class and the subject. This paper defines several dimensions of learning style thought to be particularly relevant to foreign and second language education, outlines ways in which certain learning styles are favored by the teaching styles of most language instructors, and suggests steps to address the educational needs of all students in foreign language classes.
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Wahyuni, Ferly, Syafrizal S, and Syafryadin Syafryadin. "ENGLISH LEARNING STYLES BASED ON GENDER USED BY THE STUDENTS OF ENGLISH EDUCATION STUDY PROGRAM OF UNIVERSITAS BENGKULU." Lingua Scientia 30, no. 1 (June 25, 2023): 22–35. http://dx.doi.org/10.23887/ls.v30i1.50559.
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This research was aimed at investigating the English learning style preferences used by female and male students in. It was designed as quantitative research with a survey method. Data were gathered by using a perceptual learning style preferences questionnaire that was adapted from Reid (1984). It had been validated by experts and it had been tried out to other respondents who had the same characteristics as the respondents in this present study to get the reliability of the questionnaire. A total sampling technique was used to involve 115 students of the third-semester of the English education study program of Universitas Bengkulu in the academic year of 2021-2022 in filling in the questionnaire, consisting of 28 male and 87 female students. The results show that the female students used three major learning styles (visual, auditory, and kinesthetic), two minor learning styles (tactile and group), and a negative learning style (individual). The most dominant learning style used by the female student was kinesthetics. Moreover, the male students used five major learning styles (visual, auditory, kinesthetic, tactile, and group), while the individual learning style was negative. The most dominant learning style used by the male students was the group. In conclusion, there is a different English learning styles between female and male students used by the third-semester students of the English education study program of Universitas Bengkulu in the academic year of 2021- 2022. The female students used three types of English learning style preferences, namely visual, auditory, and kinesthetic. Those English learning styles are major learning styles. Meanwhile, tactile and group learning styles are minor learning styles, and individual learning style is a negative learning styles for female students. The most dominant of the English learning styles used by them is kinesthetics. Further, male students used four types of English learning styles, namely visual, auditory, kinesthetics, and group. Those English learning styles are major learning styles. Meanwhile, individual learning style is a negative learning style for male students. The most dominant of the English learning styles used by them is the group. Keywords: learning styles, characteristic, gender, differences, group
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Shofiyul Himami, Ahmad, Ari Setyawan, and Rian Miftahurrahim. "KONSEP GAYA BELAJAR SISWA PADA MATA PELAJARAN MULOK KEAGAMAAN." ILJ: Islamic Learning Journal 1, no. 1 (February 8, 2023): 104–19. http://dx.doi.org/10.54437/iljjislamiclearningjournal.v1i1.834.
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Learning style is the preferred way of processing experience and information. Learning styles are habits that reflect the way we treat the experiences we gain through modalities. The conception of learning styles is an important thing to explore. This study uses the literature research method. The data source is in the form of scientific texts which are analyzed usingcontent analysis. The research results show thatEach student has their own learning style habits. It cannot be forced when students have a visual learning style but are taught with learning strategies that tend to be auditory or kinesthetic learning styles. Learning strategies with learning styles have a close relationship. Likewise in religious grandiose lessons which obviously have different learning styles because there is a lot of practice from theoretical material. Then it is necessary to combine learning styles, including visual learning styles, auditory learning styles, and kinesthetic learning styles
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Jaya Putra, I. Gede Ardika, Ni Wayan Surya Mahayanti, and G A P Suprianti. "Differentiated English Learning Assessment Viewed from Student Learning Styles." International Journal of Language and Literature 7, no. 4 (November 25, 2023): 198–207. https://doi.org/10.23887/ijll.v7i4.82309.
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The problem with this research is that teachers do not understand the concept of differentiated learning and assessment tailored to student's learning styles and have not appropriately identified variations in students' learning styles. This hinders the implementation of diverse learning strategies that suit students' needs. This study aims to evaluate and determine the needs of teachers and students in developing learning style-based differentiation assessment instruments. This type of research is descriptive qualitative with a case study design. The research subjects were three teachers and 17 students as pilot test subjects. Data collection was conducted through in-depth interviews with teachers and distributing questionnaires to students. The instruments used were interview guides and learning-style questionnaires. Data analysis was performed using qualitative thematic analysis techniques. The results showed that teachers did not understand the concept of differentiated assessment and had not identified students' learning styles effectively. Based on the questionnaire, grade 6 students show significant variations in learning styles. In conclusion, differentiated assessment is urgent to meet the diversity of student learning styles. This research implies the need for teacher training in designing and implementing differentiated assessments based on student's learning styles to support more effective learning.
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Fatmawati, Fatmawati, Khaeruddin Khaeruddin, Abdul Haris, Pariabti Palloan, and Usman Usman. "Relationship Between Learning Styles and Physics Learning Outcomes of Class X Science Students." Jurnal Pendidikan Fisika 10, no. 3 (August 31, 2022): 237–47. http://dx.doi.org/10.26618/jpf.v10i3.8987.
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This study aims to describe the learning styles and physics learning outcomes of class X science students at MAN 1 Polewali Mandar and the relationship between the two variables. This research is a quantitative descriptive research employing survey design. Data collection were carried out by distributing online learning style questionnaires using google forms and giving cognitive tests in the form of multiple choice to 124 students. To help determine the influence of learning styles toward learning outcomes of physics, inferential analysis in the form of Pearson product moment correlation analysis was used. The results showed thatthe most of the students in class X science at MAN 1 Polewali Mandar had visual learning styles, and only few of them had kinesthetic learning styles and auditory learning styles. Some students were not categorized in one specific learning style as they are not dominant in any of the three.In addition, majority of the female students had a visual learning style, while majority of the male students had kinesthetic learning style. Furthermore, the students’ physics learning outcomes were in medium category. Finally, there was a weak relationship between learning styles and students' physics learning outcomes.
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Winalda, Egatri, and Ristiono Ristiono. "The Relationship Between Learning Styles and Cognitive Competencies in Biology Learning." Thinking Skills and Creativity Journal 5, no. 1 (January 2, 2022): 12–16. http://dx.doi.org/10.23887/tscj.v5i1.37933.
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The problem often faced in the learning process is the low learning outcomes obtained by students. One of the factors that influence student learning outcomes is learning style. The observations show that teachers rarely use varied learning methods, models, and media. At the time of learning, each student did not understand their learning style (modality). It can cause an imbalance between students' learning styles and the models, methods, or learning media used by the teacher, causing low cognitive competence in students. This study analyzes the relationship between students' learning styles and cognitive competence. This research is a descriptive study. The total sample is 121 students—data collection techniques using learning outcomes tests, questionnaires, and documentation. Data analysis in this study used the Pearson Product Moment correlation formula. Correlation testing is done by using the t formula to determine whether the correlation coefficient is significant or not. The percentage contribution of students' learning styles on students' cognitive competence was analyzed using determinant coefficients. Based on the research that has been done, it is found that there is no significant correlation between learning styles and students' cognitive competencies. The dominant learning style is the visual learning style, then the kinesthetic learning style, and the least is the auditory learning style. This study concludes that there is no significant relationship between learning styles and students' cognitive competencies.
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Prayekti. "The Influence of Cognitive Learning Style and Learning Independence on the Students’ Learning Outcomes." Higher Education Studies 8, no. 2 (April 6, 2018): 37. http://dx.doi.org/10.5539/hes.v8n2p37.
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Students of Open University are strongly required to be able to study independently. They rely heavily on the cognitive learning styles that they have in attempt to get maximum scores in every final exam. The participants of this research were students in the Physics Education program taking Thermodynamic subject course. The research analysis employed a two-way ANOVA statistical analysis with the following findings. First, the significance value of the students’ cognitive learning styles variable equals to 0,000 < α =5%, so it was concluded that the students’ cognitive learning styles strongly influenced their learning outcomes in Thermodynamic Science course manifested in the form of either dependent or independent cognitive styles. Second, the students’ learning independence variable turned out to be not having any significant relationship with the students’ learning outcomes in Thermodynamic. The learning independence variable had no significant influence on the students’ learning outcomes with the level of significance of dependent cognitive style 0.007 < α =5%, so it was concluded that the dependent cognitive learning style influenced the learning outcomes, and the learning independence as well as cognitive learning styles, especially the dependent type, altogether influenced the students’ learning outcomes in Thermodynamic. The learning independence variable significantly had no influence on the learning outcomes, with 0.007 < α =5% meaning that the dependent cognitive learning style strongly influenced the learning outcomes.
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Muslim, Fachruddiansyah, Ekawarna Ekawarna, Aminah Ramalia, Ricky Purnama Wirayuda, and Diki Chen. "Learning Intensity and Visual Learning Style on Learning Outcomes." Journal of Education Research and Evaluation 6, no. 2 (June 28, 2022): 385–96. http://dx.doi.org/10.23887/jere.v6i2.40312.
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Learning activities do not have to be done for a long time. Good learning intensity is carried out regularly will make learning activities a habit. The learning process also needs to be supported by a learning style that suits the characteristics of students. This study aimed to analyze the intensity of learning-on-learning outcomes, visual learning styles on learning outcomes, and learning intensity and visual learning styles on learning outcomes. This type of research is quantitative with a descriptive quantitative approach. The sample used was 65 students with purposive sampling. Data collection method using questionnaire and documentation. The instrument used is a questionnaire. Data analysis techniques are qualitative descriptive analysis, quantitative, and inferential statistics. The results showed a significant effect of learning intensity on learning outcomes in macroeconomic theory courses. There is a significant effect of visual learning style on learning outcomes in macroeconomic theory courses. There is a significant influence between visual learning styles on learning outcomes of macroeconomic theory courses. There are significant effects of visual learning style on learning outcomes of macroeconomic theory courses. It is concluded that there is a simultaneous influence between learning intensity and visual learning style on learning outcomes in macroeconomic theory courses.
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Al-Janash, Dr Basher Taher. "Perceptual Learning Styles Preferences of EFL Students." مجلة جامعة صبراتة العلمية 2, no. 2 (December 31, 2018): 47–28. http://dx.doi.org/10.47891/sabujhs.v2i2.84.
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The present study aimed to identify the perceptual learning styles preferences of a total of 105 students of English as a foreign language. It also aimed to examine the differences in learning styles preferences among the students according to their gender (male/female). The Perceptual Learning Style Preferences Questionnaire (PLSPQ) created by Reid (1985) was used as a main instrument for collecting the data required. For analysing the data collected, the descriptive statistics and the independent-sample T-test have been used. The results showed that tactile style, auditory style and kinaesthetic style are major learning styles for the participants. While visual style, group style and individual style are minor learning styles. The results also showed that there are no significant differences among the students in all learning styles preferences attribute to their gender.
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Nurjannah, Ragil Ayu Marta, Ni Wayan Surya Mahayanti, and Luh Gd Rahayu Budiarta. "Fifth Grade Students’ Learning Styles Based On Differentiated Learning in Elementary Schools." Jurnal Pendidikan Bahasa Inggris undiksha 12, no. 1 (July 22, 2024): 104–9. http://dx.doi.org/10.23887/jpbi.v12i1.80931.
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The emancipated curriculum emphasizes different learning opportunities tailored to integrate learning styles to meet students' comfort and learning needs. This study aims to analyze the learning styles of 5th-grade in elementary school students in Buleleng so that teachers can implement learning by paying attention to learning styles. This study used a qualitative description approach, with the research subjects being 49 students of 5th-grade from two elementary schools. Data collection used a paper-based questionnaire with learning styles dimension that had been tested for validity. After the data was collected, the data reduction process was carried out by abstracting and categorizing based on learning styles, and the last conclusion-drawing process was carried out. The result of this study is the most dominant visual learning style with 253 responses, kinaesthetic learning style with 251 responses, auditory learning style with 222 responses, and read-write with 214 responses. This proposed research to explore the learning styles of grade 5 students in primary schools, particularly in Buleleng is timely and necessary. It addresses a significant gap in existing research and has the potential to make a substantial contribution to practice, and educational equity in the region.
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Chetty, Nithya Dewi Subramaniam, Lina Handayani, Noor Azida Binti Sahabudin, Zuraina Ali, Norhasyimah Hamzah, and Shahreen Kasim. "Learning styles and teaching styles determine students’ academic performances." International Journal of Evaluation and Research in Education (IJERE) 8, no. 4 (December 1, 2019): 610. http://dx.doi.org/10.11591/ijere.v8i4.20345.
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<span>Individuals learn in different ways using several learning styles, but lecturers may not always share material and learning experiences that match students’ learning preferences. Mismatches between learning and teaching styles can lead to disappointment with students are taking, and lead to underperformance among them. The aim of this study is to identify the learning styles of the students enrolled in Universiti Malaysia Pahang who were registered in Programming Technique course and to investigate the relationship between students’ learning styles and teachers’ teaching styles. Five lecturers and 251 students were involved in the study as participants and. Data from students were collected using Leonard, Enid’s VAK Learning Style Survey. Meanwhile, the teaching styles of the lecturers were identified using Grasha and Reichmann’s Teaching Style Survey. The findings revealed that majority of the student’s preferred visual learning style. The result also shows that the lecturers’ teaching styles give an impact towards the <br /> students’ academic performance. From this study, we can conclude that teaching styles have significant impacts on students’ learning styles and academic performances.</span>
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Tucker, Richard. "Learning Style Drift: Correlation between Built Environment Students’ Learning Styles and the Learning Styles of their Teachers." Journal for Education in the Built Environment 3, no. 1 (July 2008): 68–79. http://dx.doi.org/10.11120/jebe.2008.03010068.
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Chen, Chyun-Chyi, Po-Sheng Chiu, and Yueh-Min Huang. "The Learning Style-Based Adaptive Learning System Architecture." International Journal of Online Pedagogy and Course Design 5, no. 2 (April 2015): 1–10. http://dx.doi.org/10.4018/ijopcd.2015040101.
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In the current study of learning process that show learners will take a different way and use different types of learning resources in order to learning better. Any many researchers also agree that learning materials must be able to meet the various learning styles of learners. Therefore, let learners can effective to improve their learning, for different learning styles of learners should be given different types of learning materials. In this paper the authors propose a learner's learning style-based adaptive learning system architecture that is designed to help learners advance their on-line learning along an adaptive learning path. The investigation emphasizes the relationship of learning content to the learning style of each participant in adaptive learning. An adaptive learning rule was developed to identify how learners of different learning styles may associate those contents which have the higher probability of being useful to form an optimal learning path. In this adaptive learning system architecture, it will according to different learning styles given different types of learning materials and will according to learner's profile to adjust learner's learning style for providing suitable learning materials.
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Sourinejad, Hadis, Fariba Haghani, Marjan Beigi, and Elham Adibmoghaddam. "Midwifery Students’ Learning Styles in Iran: A Review Study Based on Kolb’s Learning Theory." Journal of Guilan University of Medical Sciences 30, no. 1 (April 1, 2021): 52–63. http://dx.doi.org/10.32598/jgums.30.1.1553.1.
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Background: Identifying the factors that contribute to learning is one of the most important research goals. Learning style is one of these important and effective factors. The predominant learning styles of students in different universities of Iran are different. Objective: This study aimed to review the learning styles of midwifery students in Iran based on Kolb’s learning theory. Materials and Methods: In this review study, a search was conducted in Scopus, PubMed, Google Scholar, SID, and MagIran databases on articles published during 2000-2020 by using the keywords: Learning styles, midwifery students, and Kolb’s theory in Persian and English. Out of 28 eligible articles, 9 articles were finally reviewed. Results: Learning in midwifery students is usually done by using different styles, the most common of which was convergent style followed by assimilative style. Conclusion: The predominant learning styles of midwifery students in Iran are convergent and assimilative styles. While considering individual differences, educational planning and selection of teaching method should be done in a way that is appropriate for different learning styles of midwifery students and a variety of new and innovative teaching methods should be used.
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Rahayu, Siti, and Rahman Cahyadi. "Experimentation of NHT And TPS Learning Model Using CTL Approach Towards Mathematics Learning Outcomes Viewed from Student Learning Styles." International Journal of Trends in Mathematics Education Research 2, no. 4 (December 30, 2019): 215–18. http://dx.doi.org/10.33122/ijtmer.v2i4.140.
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This study aims to find out (1) which NHT cooperative learning model with the CTL approach provides better learning outcomes than the TPS learning model with the CTL approach, (2) which ones provide better learning outcomes for each learning style, (3) in each model with which learning approach provides better learning outcomes in each learning style, (4) in each learning style, which provides better learning outcomes for each model with a learning approach. This study is a quasi-experimental research. The population in this study were all eighth grade students of Sukoharjo Middle School 2 with a sampling technique using ramdom sampling clusters. The data analysis technique uses two-way variance analysis with cells not the same as the normality test prerequisite test and data homogeneity test. The results of this study are (1) The NHT learning model with the CTL approach has better learning outcomes than the TPS learning model with the CTL approach, (2) Students with learning styles on the kinesthetic type provide higher learning outcomes than students with learning styles of the type audio, students' mathematical learning outcomes with learning styles on kinesthetic types as well as students with learning styles in the visual type and student mathematics learning outcomes with learning styles in the visual type as well as students with learning styles on the audio type, (3) for each learning model, consistent with the results of the learning style type, (4) for each learning style type , it applies consistently to the results of the learning model.
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Kotecha, Anish. "Learning styles." InnovAiT: Education and inspiration for general practice 12, no. 5 (March 19, 2019): 276–80. http://dx.doi.org/10.1177/1755738018814278.
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General practice requires a breadth of knowledge and continual learning. Professional development requires ongoing commitment, dedication and a strong work ethic. Often acceptance of the need to learn is not matched by knowledge of how best to learn. Educational theory suggests that being aware of individual learning preference allows more effective learning. There are several methods of learning and different learning activities will suit people according to preferred learning styles. A trainer, for example, can prepare more effective tutorials with this knowledge. This article considers some of the models of learning style to inform more effective individual learning.
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Dyrud, Marilyn A. "Learning Styles." Business Communication Quarterly 60, no. 2 (June 1997): 124–25. http://dx.doi.org/10.1177/108056999706000211.
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Rolfe, Alexandra, and Brad Cheek. "Learning Styles." InnovAiT: Education and inspiration for general practice 5, no. 3 (February 28, 2012): 176–81. http://dx.doi.org/10.1093/innovait/inr239.
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Zapalska, Alina M., and Helen Dabb. "Learning Styles." Journal of Teaching in International Business 13, no. 3-4 (October 9, 2002): 77–97. http://dx.doi.org/10.1300/j066v13n03_06.
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Zander, Carol, Lynda Thomas, Beth Simon, Laurie Murphy, Renée McCauley, Brian Hanks, and Sue Fitzgerald. "Learning styles." ACM SIGCSE Bulletin 41, no. 3 (August 25, 2009): 223–27. http://dx.doi.org/10.1145/1595496.1562948.
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Fox, Raymond, and Pat Guild. "Learning Styles:." Clinical Supervisor 5, no. 3 (November 17, 1987): 65–78. http://dx.doi.org/10.1300/j001v05n03_06.
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Isemonger, Ian, and Chris Sheppard. "Learning Styles." RELC Journal 34, no. 2 (August 2003): 195–222. http://dx.doi.org/10.1177/003368820303400205.
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Grace, M. "Learning styles." British Dental Journal 191, no. 3 (August 2001): 125–28. http://dx.doi.org/10.1038/sj.bdj.4801116.
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Grace, M. "Learning styles." British Dental Journal 191, no. 3 (August 11, 2001): 125–28. http://dx.doi.org/10.1038/sj.bdj.4801116a.
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HIGHFIELD, MARTHA E. "LEARNING STYLES." Nurse Educator 13, no. 6 (November 1988): 30–33. http://dx.doi.org/10.1097/00006223-198811000-00015.
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Hatami, Sarvenaz. "Learning styles." ELT Journal 67, no. 4 (December 28, 2012): 488–90. http://dx.doi.org/10.1093/elt/ccs083.
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Papilaya, Jeanete Ophilia, and Neleke Huliselan. "IDENTIFIKASI GAYA BELAJAR MAHASISWA." Jurnal Psikologi Undip 15, no. 1 (December 1, 2016): 56. http://dx.doi.org/10.14710/jpu.15.1.56-63.
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The objective of this study was to identify learning styles of students. The approach used in this study is a quantitative approach with survey method. The variable in this study is a single variable , namely the identification of student learning styles. The study population is students of Guidance and Counseling FKIP Pattimura University totaling 388 people. Samples were used as samples in the amount of 10% of the population of 39 people. The sampling technique using Simple Random Sampling. Learning styles questionnaire prepared based on the opinion of De Poter & Hernacki is used as a data collection tool. Learning styles identified as visual learning style, auditorial learning style, and kinesthetic learning style. Data analysis techniques in this study is the descriptive statistical analysis methods. Based on the survey results revealed that students of guidance and counseling FKIP Pattimura University has a tendency to one learning style. Of the 39 students found that 6 students had a tendency visual learning style, 20 students have a tendency to auditory learning style, 1 student has a tendency kinestheticlearning style, and 12 students have a tendency to mix between learning styles and learning styles visual auditorylearning styles.
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Kusumawati, Nyimas Inda, Agus Supriadi, and Muslimin Tendri. "Hubungan antara Gaya Belajar Siswa dengan Pendekatan Pembelajaran Multiple Intelligences." JURNAL PENELITIAN PENDIDIKAN MATEMATIKA 7, no. 2 (February 4, 2024): 98. http://dx.doi.org/10.32502/jp2m.v7i2.7800.
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Learning style refers to a student's preferences in obtaining and processing information, whether through sight, hearing, or physical movement. Meanwhile, the Multiple Intelligences learning approach is a learning approach that combines various aspects of learning, including combining several learning styles in the learning process. This research aims to determine the relationship between students' learning styles and Multiple Intelligences learning approaches on learning outcomes in mathematics subjects. The learning styles observed in this research are visual learning style, auditory learning style, and kinesthetic learning style. The method used in this research is descriptive analysis, where data is collected through learning style questionnaires filled out by students and the results of the students' Mid-Semester Exams. The collected data was then analyzed to see the relationship between learning styles and students' Multiple Intelligences approach. Based on the results of data analysis in two schools, it was found that students at SMP Negeri 5 Panukal were dominated by a visual learning style while students at SMK Muhammadiyah 1 Palembang were dominated by an auditory learning style. Meanwhile, students' learning outcomes at these schools are not dominated by certain learning styles. In conclusion, student learning styles have an influence on learning outcomes in mathematics subjects. Students with visual, auditory and kinesthetic learning styles have good learning outcomes. However, students' ability to combine their learning styles has a better impact on their learning outcomes. Therefore, educators need to understand the importance of Multiple Intelligence in the learning process and adapt appropriate learning methods to improve their learning outcomes.
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Marleny, Leasa, Rafafy Batlolona 2. John, Julian Enriquez Javier, and Altan Kurnaz Mehmet. "Determination of Elementary Students' Learning Styles Reviewed from Gender Aspects." Journal of Education and Learning (EduLearn) 12, no. 3 (August 1, 2018): 478–86. https://doi.org/10.11591/edulearn.v12i3.8978.
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Students use different styles or ways of receiving and managing information during learning. VARK learning style was developed based on the physiological aspect of students in the form of sensory modalities. This survey research was conducted at 30 elementary schools in Ambon City. The data of student learning was obtained by filling out the learning style questionnaire developed by Fleming. The results showed that 88.7% of students used a learning style (unimodal) and 11.3% of students combined more than one learning style (multimodal). For the unimodal learning styles, kinesthetic is most prevalent in male and female students with a percentage of 58.6%, whereas visuals are least found with a percentage of 6%. The study also revealed that multimodal learning styles were found at all bimodal, trimodal, and quadmodal combinations. The more blend of learning style, hence the frequency of determination of student learning style even less.. The combination of multiple unimodal learning styles with large numbers will result in multimodal learning styles with large numbers.
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Hasibuan, M. S., L. E. Nugroho, P. I. Santosa, and S. S. Kusumawardani. "A Proposed Model for Detecting Learning Styles Based on Agent Learning." International Journal of Emerging Technologies in Learning (iJET) 11, no. 10 (October 27, 2016): 65. http://dx.doi.org/10.3991/ijet.v11i10.5781.
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A learning style is an issue related to learners. In one way or the other, learning style could assist learners in their learning activities if students ignore their learning styles, it may influence their effort in understanding teaching materials. To overcome these problems, a model for reliable automatic learning style detection is needed. Currently, there are two approaches in detecting learning styles: data driven and literature based. Learners, especially those with changing learning styles, have difficulties in adopting these two approach since they are not adaptive, dynamic and responsive (ADR). To solve the above problems, a model using agent learning approach is proposes. Agent learning involves performing activities in four phases, i.e. initialization, learning, matching and, recommendations to decide the learning styles the students use. The proposed system will provide instructional materials that match the learning style that has been detected. The automatics detection process is performed by combining the data-driven and literature-based approaches. We propose an evaluation model agent learning system to ensure the model is working properly.
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Satriani, Sri, Agustan Syamsuddin, and Nameela Tamanga. "Identification of Student Learning Styles in Implementing Differentiation Learning in Thai Islamic Schools." European Journal of Education and Pedagogy 5, no. 1 (January 5, 2024): 31–34. http://dx.doi.org/10.24018/ejedu.2024.5.1.750.
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This study aims to determine students’ learning styles in differentiation learning. The learning styles in question are visual, auditory and kinesthetic. This type of research includes qualitative descriptive. The subjects in this study were 50 students of Eakkapapsasanawich Islamic School Thailand in two classes. This data was obtained through observation, interviews and questionnaires. The results showed that male students had a visual learning style of 48%, an auditory learning style of 25%, and a kinesthetic learning style of 27%. Female students had a visual learning style of 36%, an auditory learning style of 43% and a kinesthetic learning style of 21%. That showed that the learning styles of students in Thai Islamic Schools are very diverse. That is a challenge for teachers in applying differentiation learning.
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Atika, Rizka Nurul. "INTERACTIONS AMONG LEARNING STYLES, LANGUAGE LEARNING STRATEGIES AND GENDER OF EFL LEARNERS." SALEE: Study of Applied Linguistics and English Education 1, no. 01 (January 20, 2020): 67–82. http://dx.doi.org/10.35961/salee.v1i01.79.
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Many studies have investigated isolated dimensions of learning styles (e.g. field independence/dependence) for their role in foreign language learning, but relatively few studies have used a comprehensive learning styles instrument to determine predictors of language learning strategies used by students. Hence, employing the descriptive and correlational method, this study aimed to identify students’ minor, major, and negligible learning styles, students’ usage of language learning strategies, the difference in the learning styles and language learning strategies based on gender, and the relationships among those three variables. A total of 30 students enrolling in the first year of senior high school were given two kinds of questionnaire, the Indonesian version of PLSQ and SILL. The result revealed gender differences only occurs in compensation strategy, in favor of female students. Furthermore, the correlational study revealed significant relationships between visual style and cognitive and metacognitive strategies; between auditory style and cognitive and compensation strategies. Moreover, social strategies are correlated with tactile, group, and individual styles. These findings are useful for both teacher and student to employ strategies suitable with their learning styles.
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OGUNRINBOKUN, Bamidele Emmanuel, Omotayo Matina OLUWOLE-MOSES, and Temiloluwa Oluwatunmise BADEJO. "Impact of Learning Styles on Academic Performance of Accounting Education Students at Federal College of Education (Technical) Akoka." FUO-Journal of Educational Research 4, no. 2 (January 1, 2025): 51–61. https://doi.org/10.5281/zenodo.14885773.
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AbstractThis study explores the relationship between learning styles and academic performance among 300-level Accounting Education students at the Federal College of Education (Technical) Akoka. Employing a descriptive survey design, the study examines dominant learning styles—visual, auditory, kinesthetic, and a combination—to determine their influence on academic success. Data collection involved a validated learning style inventory and semester performance records, analyzed using descriptive and inferential statistics. Results revealed that visual learning is the most dominant style, with a mean academic performance score of 75.6, followed by combination learners, auditory learners, and kinesthetic learners. Visual learners’ success is attributed to their ability to process and retain information effectively through visual aids. The study underscores the importance of diverse instructional strategies, recommending that educators integrate visual aids and multimodal approaches to accommodate varied learning preferences and enhance engagement. These findings contribute to the understanding of how learning styles impact academic outcomes, offering practical implications for curriculum design and instructional methods in accounting education and beyond.
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Alimah, Siti Nur. "Profile of Culinary Vocational School Students' Learning Styles as a Basis for Choosing Science Learning Methods." Jurnal Mangifera Edu 8, no. 1 (August 6, 2023): 25–31. http://dx.doi.org/10.31943/mangiferaedu.v8i1.174.
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Based on the concept of student learning styles, students have strengths and weaknesses in learning. When the teacher applies learning methods that are not in accordance with their learning style, it will affect learning outcomes. The selection of the science learning method can be done by adjusting the student's learning style as a first step before carrying out the learning process. The purpose of this research is to identify profiles of students' learning styles in order to be able to choose appropriate learning methods. This research is a qualitative descriptive study, using a purposive sampling technique. The research subjects consisted of 32 students of class X Culinary 2 at SMK Negeri 6 Semarang. The learning styles studied focus on visual, auditory, and kinesthetic learning styles. Data collection techniques using questionnaires to identify student learning styles and observation. The data obtained were analyzed qualitatively. The results obtained are that students are more inclined to the visual learning style by 47%, while the auditory is 16.2% and the kinesthetic is 36.8%. So it can be concluded that students in the class have diverse learning styles. Teachers cannot emphasize only one learning style so that the learning methods applied must be varied and adapted to the learning styles possessed by students.