A preliminary investigation and analysis of student learning style preferences in further and higher education

2009 ◽  
Vol 33 (1) ◽  
pp. 13-21 ◽  
Author(s):  
Katherine Mary Ann Rogers
Keyword(s):  
Higher Education ◽  
Student Learning ◽  
Learning Style ◽  
Preliminary Investigation ◽  
Learning Style Preferences ◽  
Student Learning Style ◽  
Style Preferences

scholarly journals Investigating Engineering Student Learning Style Trends by Using Multivariate Statistical Analysis

2019 ◽  
Vol 9 (1) ◽  
pp. 58 ◽  
Author(s):  
Abdelhakim Abdelhadi ◽  
Yasser Ibrahim ◽  
Mohammad Nurunnabi
Keyword(s):  
Statistical Analysis ◽  
Student Learning ◽  
Learning Style ◽  
Multivariate Statistical Analysis ◽  
Group Technology ◽  
Common Interest ◽  
Multivariate Statistical ◽  
Learning Style Preferences ◽  
Student Learning Style ◽  
Style Preferences

This study aims to use group technology to classify students at the classroom level into clusters according to their learning style preferences. Group technology is used, due to the realization that many problems are similar, and that by grouping similar problems, single solutions can be found for a set of problems. The Felder and Silverman style, and the index learning style (ILS) are used to find student learning style preferences; students are grouped into clusters based on the similarities of their preferences, by using multivariate statistical analysis. Based on the developed groups, instructors can use the proper teaching style to teach their students. The formation of clusters based on the statistical analyses of two sets of data collected from students of two classes at the same level, belonging to same engineering department indicates that each class has different learning style preferences. This is an eye-opener to educators, in that different teaching styles can be used for their students, based on the students’ learning styles, even though the students seem to have a common interest.

scholarly journals Students’ Learning Style Preferences of English at Universitas Pamulang

2016 ◽  
Vol 2 (1) ◽  
Author(s):  
Hilma Safitri
Keyword(s):  
Learning Styles ◽  
Student Learning ◽  
Learning Style ◽  
Teaching And Learning ◽  
Good Effect ◽  
Learning Style Preferences ◽  
Student Learning Style ◽  
The Individual ◽  
Style Preferences ◽  
English Students

To have insight of the students learning style is vital since it can facilitate teacher to teach and decide what methods as well as activities are appropriate for the students, for instance,  in learning English. For the students in the future, it is hoped that they can recognize their own learning style preferences in order to be able to learn successfuly, because the students themselves may have no ideas of learning styles they prefer. They just imitate what their friends do, and the teacher does not understand what the students are like and what they prefer in learning. As the consequence, it will not result in any good effect for the improvement for their successful teaching and learning. Hence, both teacher and students, particularly the teachers need to know the students’ characteristics and their learning style preferances. This study adapted the Style Analysis Survey (SAS) model proposed by Oxford (1995) concerning the the student learning style preferences. The samples of this quantitative study involved 60 students who consisted of 30 of non-English and 30 English students at UNPAM. The data taken from quetionnaire were analyzed by using SPSS into descriptive statistic. It was found that the student learning style preferences of both non-English and English students mostly fell on the Social and affective. Meanwhile, for the individual learning style preferences of each group of students are  Physiological and Cognitive executive (II) in which non-English students will remember things better if they discuss them, and English students prefer realism instead of new, unstested ideas.

The use of the learning styles questionnaire (LSQ) in the United Arab Emirates

2016 ◽  
Vol 24 (4) ◽  
pp. 490-506 ◽  
Author(s):  
Darwish Abdulrahman Yousef
Keyword(s):  
Higher Education ◽  
Learning Styles ◽  
Learning Style ◽  
United Arab Emirates ◽  
Undergraduate Students ◽  
Self Report ◽  
Content Type ◽  
Academic Characteristics ◽  
Learning Style Preferences ◽  
Style Preferences

Purpose The purpose of this study is to examine the use of Honey and Mumford’s (1986) learning styles questionnaire (LSQ) in the context of United Arab Emirates (UAE) higher education. In particular, it aims at exploring the learning style preferences of United Arab Emirates University (UAEU) students using LSQ. It also investigates whether there are statistically significant differences in students’ learning style preferences because of their demographic and academic characteristics. Design/methodology/approach Data were collected from a sample of 1,463 undergraduate students at the UAEU. Descriptive and inferential statistics were used to present the main characteristics of respondents, to explore the learning style preferences of UAEU students and to find out whether there are significant differences in students’ learning style preferences because of their demographic and academic characteristics. Findings Results indicated that UAEU students have strong preferences for the four learning styles. Results showed that about 68 per cent of UAEU students have strong or very strong preferences for the activist leaning style, whereas about 84 per cent have strong or very strong preferences for the reflector learning style, 78 per cent have strong or very strong preferences for the theorist learning style; about 60 per cent have strong or very strong preferences for the pragmatist learning style. Furthermore, there were statistically significant differences in certain learning styles because of students’ demographic and academic characteristics. Research limitations/implications There are a number of limitations associated with this study. First, data were collected from a single university in the UAE. Second, the results are based on a self-report survey and this in turn might affect the reliability of the results. Another limitation is that this study is of snapshot type. Hence, it might not capture the dynamic nature of learning style. On the other hand, it has a number of implications for students, educators and administrators. Originality/value The present study is the first attempt to explore learning styles preference of undergraduate students using LSQ, not only in the content of UAE higher education but also in the Arab world.

The Preferred Perceptual Learning Styles of Hispanic Higher Education Students

2018 ◽  
Vol 19 (4) ◽  
pp. 404-421
Author(s):  
Catherine J. Lui ◽  
Scott E. Ferrin ◽  
Donald R. Baum ◽  
Vance E. Randall
Keyword(s):  
Higher Education ◽  
Learning Styles ◽  
Perceptual Learning ◽  
Learning Style ◽  
Visual Learning ◽  
Learning Style Preferences ◽  
Perceptual Learning Style ◽  
Mexican Heritage ◽  
Style Preferences ◽  
Perceptual Learning Styles

This article addresses the question of whether higher education Hispanic students of different nationalities have different perceptual learning style preferences. Independent samples t test results suggest students of non-Mexican heritage prefer visual learning styles more than students of Mexican heritage. ANOVA results show older students and students from families with greater levels of education have greater preference for visual learning, and higher household income is related to lower preferences for group learning style, and vice versa.

scholarly journals PREFERENSI GAYA BELAJAR MAHASISWA AKUNTANSI

2012 ◽  
Vol 1 (2) ◽  
Author(s):  
Sri Pujiningsih, Sulastri
Keyword(s):  
Learning Styles ◽  
Student Learning ◽  
Learning Style ◽  
Teaching Strategies ◽  
Accounting Students ◽  
Test Results ◽  
Learning Style Preferences ◽  
Style Preferences ◽  
Learning Style Preference ◽  
Student Learning Styles

This study aims to find the differences between learning style preference in accounting students. Results of this research useful to determine teaching strategies, so it  can support improvement of student learning. Based on the analysis of test results using ANOVA can be concluded that there is no difference in student learning styles accounting   students. Learning style preferences of three groups of students is the same that is more like the learning style dependent. <br /><br />Keywords: Gaya Belajar, Strategi Mengajar.<br /><br />

scholarly journals Experiential Learning And Management Education: Empirical Research And Implications For Practice In Higher Education In Slovenia

2011 ◽  
Vol 15 (1) ◽  
Author(s):  
Sandra Penger ◽  
Jana Znidarsic ◽  
Vlado Dimovski
Keyword(s):  
Higher Education ◽  
Experiential Learning ◽  
Learning Styles ◽  
Learning Style ◽  
Management Education ◽  
Meta Analysis ◽  
Research Process ◽  
Pedagogical Strategies ◽  
Learning Style Preferences ◽  
Style Preferences

Nowadays lecturers in higher education need an awareness of the experiential learning style preferences of students in order to develop and utilize effective and efficient teaching and pedagogical strategies and methods. The experiential learning styles literature has had a revival during last years, especially in the first decade of 21st century (Alban & Metcalfe 2002; Duff & Duffy, 2002; Kayes, 2003; Loo, 2004; Reynolds & Vince, 2007; Cowen & Kazamias, 2009). Upon reviewing the literature on experiential learning, the intense rate and growing interest is involved also in Slovenia, especially when analyzing the case of University of Ljubljana, Faculty of Economics (FELU; http://www.ef.uni-lj.si/en/) in Slovenia. In April 2010 FELU joined an elite group of institutions that have achieved business accreditation from AACSB International. Moreover, combined with EQUIS accreditation, FELU is ranked among 45 best business schools worldwide. The purpose of this paper is to offer a better insight into the experiential learning practices at FELU in order to develop appropriate teaching and pedagogical strategies for improving higher management education in Slovenia. The research objective of this study was to develop rather comprehensive inventory of experiential learning styles and methods, included both a descriptive and an exploratory perspective. In the theoretical part of the study the qualitative meta-analysis method was used to overview the literature background of the study. In the empirical part of the study the Principal Axis Factoring, using varimax rotation, was performed on the explanatory variables with primary goal of data reduction. The modified version of experiential learning style theory was used as research instrument in the questionnaire to determine Slovenian students’ experiential learning styles. According to the research process we can summarize research thesis that matching students’ experiential learning-style preferences with complementary course syllabus improve management education, academic achievements and student’s attitudes toward learning.

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