Top PDF The Effect of Students’ Learning Styles to Their Academic Success

The Effect of Students’ Learning Styles to  Their Academic Success

The Effect of Students’ Learning Styles to Their Academic Success

ing and manipulating the information introspectively. The sim- plest and most common form of which involves presenting the information both textually and visually. “Whole brain” learning is known to be a far more effective way to learn. The better connected the two halves of the brain are, the greater the poten- tial of the brain for learning and creativity is. Sequential learn- ers follow linear reasoning processes when solving problems; global learners make intuitive leaps and may be unable to ex- plain how they came up with solutions. Sequential learners can work with material when they understand it partially or superfi- cially, while global learners may have great difficulty to do so. Visual learners remember best what they see: pictures, dia- grams, flow charts, time lines, films, and demonstrations. Ver- bal learners get more out of words: written and spoken explana- tions. Everyone learns more when information is presented both visually and verbally. Visual learners most effectively process visual information; auditory learners (Whitman & Schwenk, 1984; Miller, 2001) understand best through hearing; and kin- esthetic/tactile learners learn through touch and movement. A study conducted by Specific Diagnostic Studies found that 29 percent of all students in elementary and secondary schools are visual learners, 34 percent learn through auditory means, and 37 percent learn best through kinesthetic/tactile modes. Knowledge, attitudes and skills are the content areas needed to produce a well-trained professional. In short, learning style preferences of students cannot be the sole basis for designing instruction, and prescription based on diagnosis must be tenta- tive, varied, monitored, and verified. Project tasks that allow students to use their individual learning styles are not a direct path to higher-order thinking. However, it is possible to create products that reflect shallow and superficial thought. In the mid- to late 1970s, paradigms began to be developed to identify the more external, applied modes of learning styles.
Show more

6 Read more

The Effect of the Layered Curriculum on the 6th Grade Students’ Learning Styles in Science Lesson

The Effect of the Layered Curriculum on the 6th Grade Students’ Learning Styles in Science Lesson

undergo changes. When proper environments and studies are provided, individuals may not use their dominant learning style, in time (Payne, 1999). This can affect individual’s motivation, his interest in the lesson and participation in class activities, etc. However, every student can find an appropriate activity on the layered curriculum task list and even add different activities that best suit his learning style. This enables students (female-male students) to use their dominant learning styles. For example, in this study, the dominant learning style of female students is “diverging” and that of the male students is “accommodating”. The observation ability of an individual who uses the diverging learning style develops and he learns by feeling and watching (Kolb, 1999). The people with the accommodating learning style can instantly adapt to the changes and they reflect their thoughts by doing and experiencing. In such a process, it was observed that female students preferred “diverging” and male students preferred “converging” and “accommodating” learning styles (Karamustafaoglu, Yurtyapan, Coskun, Divarci & Derin, 2015). In short, individuals using learning styles express themselves easily with the layered curriculum activities (Beckham, 2010). Because, the layered curriculum is a way of organizing teaching that pays attention to students’ intelligence and learning styles (Koc, 2013).
Show more

12 Read more

How Do Millennials Learn? An Investigation of the Learning Styles, Strategies, and Perceived Academic Success Among College-aged Millennials

How Do Millennials Learn? An Investigation of the Learning Styles, Strategies, and Perceived Academic Success Among College-aged Millennials

Abstract: Research shows millennials learn better by actively doing things than listening to lectures. However, there is little research on millennials and how they learn or what drives them towards success. The purpose of this study was to investigate the preferred learning styles of un- dergraduate college students and their perception of academic success. Data collection included quantitative and qualitative measures that were used to collect data from a convenience sample of 344 undergraduate college students in a rural southeast regional university. Study was IRB approved prior to data collection. Data were analyzed using appropriate descriptive statistics, cross-tabulations, and coding of qualitative data. Findings indicated that 35.4% of the 344 par- ticipants self-reported as kinesthetic (hands-on) learners compared to visual (23.6%), auditory (17%), and read/write (24%) learners. Findings also revealed that only 12.9% of the participants “spend 3 or more hours a day outside of class studying; 34% “ask for help when they do not understand something in class”; 41.1% “feel comfortable approaching professor for extra help” and 60.6% “prefer a teacher who incorporates hands-on activities with lecture.” Millennials in this study defined academic success as (1) establishing effective learning habits, (2) attending class regularly to maintain consistent performance, (3) achieving academic goals, and (4) making good grades. Incorporating kinesthetic activities in the classroom setting will positively enhance learning outcomes and academic success of millennial college students.
Show more

10 Read more

LEARNING STYLES OF HIGHER SECONDARY STUDENTS IN RELATION TO  THEIR ACADEMIC ACHIEVEMENT

LEARNING STYLES OF HIGHER SECONDARY STUDENTS IN RELATION TO THEIR ACADEMIC ACHIEVEMENT

Every individual has its own natural or habitual pattern ofacquiring and processing information in learning situations.The common ways or patterns by which people learn areknown as their learning styles.Learning styles are essential elements for students’ as learning styles have its strong influence on the achievement of a subject. The objective of the study is to investigate the relationship between learning styles and student’s achievement. Suitability of students learning styles in the mathematics subjects will be more effective and provide a positive impact on studentsacademic if the teaching process and learning tailored to students' learning styles. The study included the categorical variablesgender and medium of instruction.187 students from various Government, Government Aided and Private schools in and around Salem district was involved. Normative survey method was adopted and stratified sampling technique was employed for the study. Learning styles scale standardized by Peter Honey and Alan Mumford (2006) was used. It consisted of 80 items.The data collected were subjected to the statistical technique like Percentage analysis, t – test and correlation.The t -test showed no difference between learning styles based on gender. Pearson correlation analysis showed significant relationship between learning styles and academicachievement of student.
Show more

7 Read more

Predicting Academic Success From Academic Motivation And Learning Approaches In Classroom Teaching Students

Predicting Academic Success From Academic Motivation And Learning Approaches In Classroom Teaching Students

While the surface approach requires routine memorization, the deep approach involves making connections with previous knowledge and reasoning. The essence of the surface approach is that it does not only include rote learning but the use of rote learning, which derives from the intention to reproduce the material presented by the teacher, in a routine way and without thinking. When students’ perceptions on the teaching-learning environment were examined, it was found that the deep approach is affected by “good teaching” and “freedom in learning” (Entwisle & Smith, 2002). Neither the surface nor the deep approaches to teaching are the personality characteristics of a teacher. Using the deep approach and avoiding the surface approach forms the basis of high quality teaching, however, many traditional methods have the opposite effect (Biggs, 1999). The most important distinction between two approaches is that surface approach focuses on “the sign”, whereas a deep approach focuses on “the signified”. Deep approach was associated with comprehending the author’s message, while surface approach involves misunderstanding the message (Marton & Booth, 2009).
Show more

10 Read more

Learning with a Style: The Role of Learning Styles and Models in Academic Success

Learning with a Style: The Role of Learning Styles and Models in Academic Success

Butler and Gregorc evolved model on different learning styles and strengths in learners differentiated on the basis how they vary in the acquisition and process of information [48]. Gregorc also associated phenomenological perspective with the individual learning styles to understand the ―underlying psychological forces,‖ and ―gain knowledge about ourselves as complex, integrated, holistic, and meaning-seeking human beings‖ to understand the human impact on the world, and the effect of environment and outside world on the human activities and lives [49]. Gregorc, thus, takes into consideration the complexity of human psychology for the holistic learning of a learner from the perspective of his or her situatedness.
Show more

11 Read more

Identification Of Predominant Learning Styles Of Senior Secondary Students In Relation To Achievement In Geometry In Federal Capital Territory Abuja, Nigeria

Identification Of Predominant Learning Styles Of Senior Secondary Students In Relation To Achievement In Geometry In Federal Capital Territory Abuja, Nigeria

The results of a study by Dunn & Dunn as cited by Nweke (2016) suggested that students whose learning styles were accommodated achieved 75% of a standard deviation higher than students for whose learning style had not been accommodated. This is to say that learning style has a positive influence on academic performance. Many researchers have reported that students often classified as poor achievers, learning disabled, at-risk youth, or dropouts were able to improve their academic performance when instruction was redesigned to respond to their particular learning style preferences said Maliki, Ngban & Ibu (2010). In agreement to the above, (Kurumeh 2004; Uloko 2006) were of the opinion that for the challenged persons, teachers should evolve strategies that will ensure their active participation. There have been studies on the effect of learning styles on student achievement in Biology, Engineering, Accounting and in other areas Worley, (2012). Given the established importance of learning style in influencing studentsacademic performance, this study focused on identification of studentslearning styles and relationship between Students Learning Styles and their achievement in Senior Secondary School Geometry in Federal Capital Territory, Abuja, Nigeria. In this study therefore, effort will be made to find the dominant learning styles of students in FCT, the relationship to their geometry achievement in secondary school.
Show more

6 Read more

Effect of principals’ leadership styles on students academic performance in public secondary schools in Homa-Bay County, Kenya

Effect of principals’ leadership styles on students academic performance in public secondary schools in Homa-Bay County, Kenya

Despite the fact that public secondary schools in Homa Bay County have qualified school principals using various management styles in their respective schools, the studentsacademic performance in these schools have persistently been below average over the last five years. Releasing the year 2010 County KCSE examinations results, the District Education Officer (DEO) said that though there had been an upward trend in the mean score over the last two years, the improvement index had continued to decline resulting into a drop in the mean score in the year 2010 (DEO Homa Bay, 2010). The performance index had steadily remained below the conventionally perceived average mean of 6.000 points (grade C) over the last 5 years, averaging 5.340 (grade C-) for the years 2007 – 2011 period. Of the 9,888 students presented by the County for KCSE over this period, only a paltry 3,696 constituting approximately one third of the total candidature attained the minimal university admission grade of C+ and above, which is also the practical admission grade for competitive diploma courses offered by tertiary institutions. The DEO said that though the county was ranked 6 th in the nation in 2010, the number of quality grades leading to admission into the competitive courses in the public universities remained disturbingly low (DEO Homa Bay, 2010). The County would have been expected to perform better given that nearly all its secondary school teachers were either Bachelor of Education graduates or holders of Diploma in Education and that the schools were reported to have adequate educational and educational support resources (DEO Homa Bay, 2010).
Show more

10 Read more

<p>The Relationship Between the VARK Learning Styles and Academic Achievement in Dental Students</p>

<p>The Relationship Between the VARK Learning Styles and Academic Achievement in Dental Students</p>

Academic achievement is one of the most important parameters used to predict the future academic status of learners. 1 Learning styles are of the factors in fl uen- cing academic achievement. 2 The learning style is de fi ned as a combination of cognitive, emotional, and physiological traits that show how the learner perceives and responds to the learning environment. 3 Understanding learning style of learners can be effective in organizing and modifying the learning environment and teaching and learning process. 4 Each student has his/her own learning style. 5 There are several methods to measure learning styles and the VARK question- naire developed by Fleming and Mills (1992) is the most widely used one. According to this questionnaire, learning styles comprises visual (V), aural (A), reading/writing (R), and kinesthetic (K) models. 6 Visual learners learn through watching videos, images, and fi gures. Aural learners learn through listening to lectures; reading-writing learners through reading texts and writing notes on them, and kinesthetic learners through touch and manipulation of objects. 6,7
Show more

5 Read more

Learning Styles, Study Habits and Academic Performance of Nursing Students

Learning Styles, Study Habits and Academic Performance of Nursing Students

Professionalism includes decisions based on the body of professional knowledge, expertise, emotional maturity and neutrality, status achieved by performance and interest in client welfare. {Deane and Campbell, 1988}. It also includes standards that are controlled by colleagues and other members of the profession (ADPCN, 1990). To attain such level, it becomes imperative that nurses must be equipped with a strong foundation, quality education and excellent training while they are still in college. As they progress through school and college, studying is a need and a must to almost all students. Sadly the students do not study well and it is hard for them to go over the materials. When students do not do well on the topics or subjects, in most cases, it is not because they do not know, but simply because they do not know how to study effectively (Peter, 1991).
Show more

17 Read more

The Effect of Digital Concept Maps in Online Learning Environments on Students’ Success and Disorientation

The Effect of Digital Concept Maps in Online Learning Environments on Students’ Success and Disorientation

and presents multiple ways of reaching information in these environments (O'donnell, Dansereau, & Hall, 2002). However, non-linear navigation opportunity may cause users to get lost in the learning process. The increase of links within texts according to the amount and complication of information in hypermedia causes the loss during navigating and contradiction in terms along with cognitive load of students (Tergan, 2005; Somyürek, 2008; Amadieu, Van Gog, Paas, Tricot, & Mariné, 2009; Dias, Gomes, & Correia, 1999). In this study, the effect of using digital concept maps as a navigation tool on the success and disorientation of students is investigated. From this point view, these research questions were investigated.
Show more

18 Read more

Relationship between Test Anxiety and Learning Styles of Architecture Undergraduates

Relationship between Test Anxiety and Learning Styles of Architecture Undergraduates

Education is vital for every country in the world and effective education can help boost the development of the country. Learning is an inseparable part of education. Each person is unique, with his/her own characteristics, abilities, preferences, and ways of thinking and acting that make them different from each other (Kuri & Truzzi, 2002). Preferred ways of perception, organization, and retention of new information are distinctive and consis- tent for each learner (Chou and Wang 2000; Hsu 1999). The particular method of perceiving and processing in- formation is denominated as a learning style (Carter et al., 2000). People have different learning styles that are reflected in different academic strengths, weaknesses, skills, and interests (Felder et al. 2002). Given the almost unlimited variety of job descriptions within architecture, it is safe to assume that students with every possible learning style have the potential to succeed as architects. Numerous reports on the application of learning styles in architecture education found in the pertinent literature clearly show that the benefits of its implementation are significant. Therefore, architecture syllabi and the programs of other disciplines should be prepared with con- sideration for the learning styles of students.
Show more

12 Read more

Introducing ‘Prepare for Success’, a Web-based Learning Resource to help International Students get Ready for Study in the UK

Introducing ‘Prepare for Success’, a Web-based Learning Resource to help International Students get Ready for Study in the UK

sections and feedback, including comment and explanation to support activity answers. In this way, the resources aim to be both informative about academic culture and deliver self- paced language practice. To facilitate this, video and audio transcripts are also included with key sections highlighted to show answers. A final review section offers a summary of the main learning points.

5 Read more

CONCEPTIONS OF LEARNING THROUGH LEARNING STYLES AND COGNITIVE DIMENSION IN VOCATIONAL EDUCATION

CONCEPTIONS OF LEARNING THROUGH LEARNING STYLES AND COGNITIVE DIMENSION IN VOCATIONAL EDUCATION

should meet the subjects’ needs, such as cognitive, behaviorism, and constructivism theories. The quality of teaching is measured by how effectively the learning approach the teacher selected functions to achieve the learning objectives in a particular subject. However, considering teachers usually do not know which approach will be the most effective, the measurement of a teacher’s success is left to the students (Benke and Hermanson, 1988). The relationship between the teaching approach used and what the students learned can be seen as a process where a teacher’s beliefs will influence their teaching strategies, which will in turn influence student learning styles. A student’s learning style represents the type of learner they become. Several inventories that can identify what type of learner a student may be have been published. In a classroom where only one approach to learning is encouraged by a teacher, some students may possibly work and learn less effectively than others (Alan, 2009). For this reason, an awareness of learning styles is important for teachers.
Show more

10 Read more

The Relationship between Learning Style, Test Anxiety and Academic Achievement

The Relationship between Learning Style, Test Anxiety and Academic Achievement

The terms fear of test and test anxiety that are used interchangeably in literature, although they have different indicators, should be given attention [3]. Fear represents the reaction to a specific observable danger while anxiety is an aimless state of concern [6]. It is stated that fear of test motivates a person as long as it is within reason [3] while test anxiety is said to affect students negatively, cognitively, sensually and behaviorally [7,15,18,76]. As a result of such negative effects of test anxiety on students, studies aimed at determining and minimizing the effects of certain factors on students’ test anxiety levels have gained momentum, and suggestions for minimizing students’ levels of test anxiety have been made frequently in literature [79]. Although various comments have been made about the origins of test anxiety, it is stated that many factors including socio- economic and demographic variables, educational systems and cultural values of education [24], certain emotional states, students’ past experiences and beliefs [64] affect the development of test anxiety.
Show more

11 Read more

A Comparative Study of Learning and Thinking Styles and Academic Achievement of Secondary School Students In Smart Schools and Govt. Schools

A Comparative Study of Learning and Thinking Styles and Academic Achievement of Secondary School Students In Smart Schools and Govt. Schools

[3], compared the learning styles of adolescents from diverse nations by age, gender, academic achievement level and nationality. the research investigated the learning style characteristics of 1,637 adolescents from five countries-Bermuda, Brunei, hungary. Sweden and New Zealand. It analysed their similarities and differences by age, gender, academic achievement and nationality and it also explored their interactive relations among these four factors and adolescents learning style preferences. Findings revealed that 15 out of the 22 learning style elements significantly discriminated among the gifted, high/average and low achieving students.
Show more

10 Read more

ROLE OF PARENTING STYLES IN ACADEMIC PERFORMANCE OF COLLEGE STUDENTS

ROLE OF PARENTING STYLES IN ACADEMIC PERFORMANCE OF COLLEGE STUDENTS

Academic performance is the combination of various educational outcomes in students. Performance is indicated through various aspects, which differ from institution to institution. Indicators of performance can include motivation, study skills, communication skills, creativity, creative writing, grades, student’s working skills, self-realization, self- reliance and attitude. Various strategies are needed to adopt for reaching educational goals. The selection of positive and negative strategies is dependent upon parenting style, which is responsible of training and rearing the child. Research reveals that the children belonging to authoritative parents practice adaptive achievement strategies which ensure low level of failure- expectation, task- irrelevant behavior, passivity and self-enhancing attributions, while children from neglectful families practice maladaptive strategies responsible for the lack of self- enhancing attributions, and high level of passivity and task- irrelevant behavior (Kaisa, Hakan & jari-erik, 2000). A study found that the positive parenting produces a healthy and successful student (Hoghughi & Long, 2004).A firm and positive sense of self and self – esteem can be enhanced through parenting. The student, who is well cared, would be emotionally strong, resilient and socially competent. These students have the capacity to explore new opportunities. Research shows the association of adolescents' achievement strategies with parenting styles in the family. Findings revealed a significant effect of parenting styles on academic performance (Kaisa et al., 2000). Baumrind, as cited in Mckay, 2006) showed that children of authoritative parents excel in personality aspects such as creativity, independence, persistence, self-control and other skills such as social skills, academic competence, leadership skills, social perspective taking (Mckay, 2006). A higher self-esteem and social competence was found in children reared by authoritative parents (Baumrind, as cited in Cramer, 2002). Self-reliance and respect for their parents was observed (Baumrind, 1991).
Show more

20 Read more

Learning styles and academic achievement among building construction students

Learning styles and academic achievement among building construction students

Students in vocational education (VE) are exposed to an educational system that is oriented more towards getting a job, and their learning styles are different from students in academic fields. Thus, VE is possibly an educational pursuit oriented to provide the necessary knowledge and skills to perform a particular job, occupation, or professional activity in the labor market (International Labour Organization, 1995). VE is also connected to technology transfer, innovation, and development. In vocational teaching, as in many knowledge areas, identifying and understanding learner differences to adapt the institute’s needs to best suit the learning conditions and aptitudes of the students is important. The need to adapt teaching strategies to student learning styles and preferences is a reality in the classroom, which can be observed in real situations or in virtual approaches. However, these findings do not suggest that individual methods should be created for each student in a classroom. The best form of interaction for each of them should be identified by building groups of learners with common characteristics (Luciana et al., 2008).
Show more

63 Read more

The role of critical thinking skills and learning styles of university students in their academic performance

The role of critical thinking skills and learning styles of university students in their academic performance

Methods: This cross-correlation study was performed in 2012, on 216 students of Alborz University who were selected randomly by the stratified method. The data was obtained via a three-part questionnaire included demographic data, Kolb standardized questionnaire of learning style and California critical thinking standardized questionnaire. The academic performance of the students was extracted by the school records. The validity of the instruments was determined in terms of content validity, and the reliability was gained through internal consistency methods. Cronbach's alpha coefficient was found to be 0.78 for the California critical thinking questionnaire. The Chi Square test, Independent T-test, one way ANOVA and Pearson Correlation test were used to determine relationship between variables. The Package SPSS14 statistical software was used to analyze data with a significant level of p<0.05.
Show more

8 Read more

Learning Style and Academic Achievement among Students at Tabriz University of Medical Sciences, Iran

Learning Style and Academic Achievement among Students at Tabriz University of Medical Sciences, Iran

which confirmed that most students use the convergent style. The high percentage of the convergent style in this study may be related to obtaining information through the simulation of experience and working with abstract concepts and ideas. Convergent learners can apply ideas in practice. Although the mean scores of the convergent style and the assimilative style were high, the academic performance of students according to their learning styles did not significantly differ. Our results were in line with other studies in Iran, such as Hosseini et al, 20 Kalbasi et
Show more

5 Read more

Show all 10000 documents...