scholarly journals Catering for Learner Diversity in Hong Kong Secondary Schools: Insights from the Relationships Between Students’ Learning Styles and Approaches

2020 ◽  
Vol 3 (4) ◽  
pp. 610-631
Author(s):  
Hongbiao Yin ◽  
John Chi-Kin Lee ◽  
Zhonghua Zhang
Keyword(s):  
Hong Kong ◽  
Secondary Schools ◽  
Learning Styles ◽  
Learning Style ◽  
Curriculum Design ◽  
Structural Equation ◽  
Approaches To Learning ◽  
Social Orientation ◽  
Equation Modeling ◽  
Classroom Teaching

Purpose: Catering for learner diversity is a key issue in the recent educational reforms in Hong Kong. The present study addresses this issue through an investigation of the relationships between students’ learning styles and approaches to learning in Hong Kong secondary schools. Design/Approach/Methods: A total of 6,054 junior secondary students in Hong Kong responded to a questionnaire consisting of two instruments. A series of confirmatory factor analysis, two-way analysis of variance, and structural equation modeling analysis were conducted. Findings: The results identified three types of learning style among the students which are characterized by a cognitive orientation, a social orientation, and a methodological orientation. Some significant gender- and achievement-level differences were revealed. Compared with the socially oriented learning style, the cognitively and methodologically oriented learning styles were more extensively and strongly related to students’ approaches to learning, even though these students showed a greater preference for the socially oriented learning style. Originality/Value: It is unwise to blindly cater for students’ learning styles in classroom teaching and curriculum design. Teachers should adopt a comprehensive and balanced approach toward the design of curriculum and teaching which not only highlights the congruence between students’ learning styles and teacher’s pedagogy but also integrates the constructive frictions between them into classroom teaching.

scholarly journals Development and Validation of Learning Style Scale for E-Learners

SAGE Open ◽  
2021 ◽  
Vol 11 (2) ◽  
pp. 215824402110223
Author(s):  
Nabia Luqman Siddiquei ◽  
Ruhi Khalid
Keyword(s):  
Factor Analysis ◽  
Learning Styles ◽  
Psychometric Properties ◽  
Learning Style ◽  
Structural Equation ◽  
Sampling Technique ◽  
Equation Modeling ◽  
Scale Scores ◽  
Significant Addition ◽  
Development And Validation

The present study aimed to develop an indigenous measure of learning styles for e-learners in Pakistan and to establish its psychometric properties. The objectives of the study were attained via three studies. First, the items for the development of the Learning Style Scale for e-Learners (e-LSS) were generated empirically based on a 5-point Likert-type scale. In Study I, the internal consistency and dimensionality of the measure were determined by sampling 360 e-learners aged from 20 to 40 years through a convenient sampling technique, whereas other demographic characteristics were kept in close consideration. For this purpose, exploratory factor analysis was utilized. In Study II of scale development, the factor structure that emerged in Study I was confirmed via confirmatory factor analysis using structural equation modeling. In Study III, the convergent and divergent validities of the newly constructed scale were established by correlating scores with preestablished scale scores that assess the similar construct (i.e., LSS) and with scores on the discriminant construct (i.e., Solving Problems Survey). The sample for this study consisted of 80 e-learners aged from 20 to 40 years. A total of 29 items were confirmed in the final scale with 8 distinctive factors (namely, visual, auditory, kinesthetic, global, analytical, individual, collaborative, and technological type) with sound psychometric properties. To conclude, the newly constructed scale was a significant addition to assess learning styles particularly of e-learners in the context of Pakistan.

scholarly journals EPISTEMIC BELIEFS ON FIELD-DEPENDENT AND FIELD-INDEPENDENT LEARNING STYLE

2020 ◽  
Vol 39 (3) ◽  
pp. 532-544
Author(s):  
M Nur Ghufron ◽  
Rini Risnawita Suminta
Keyword(s):  
Learning Styles ◽  
Learning Style ◽  
Structural Equation ◽  
Epistemic Beliefs ◽  
Islamic Education ◽  
Independent Learning ◽  
Equation Modeling ◽  
Field Independent ◽  
Field Dependent ◽  
Dependent Learning

Research in contemporary education over the past few decades has led to considering the influence of non-cognitive factors such as learning styles in various learning behaviors. This study aims to examine the influence of the epistemic beliefs that consist of belief in knowledge and belief in learning on field-dependent and field-independent learning styles. The sample consisted of 129 students at the Early Childhood Islamic Education Study Program, Department of Islamic Education, Kudus State Islamic Institute through the simple random sampling technique. The data collection technique was through the use of questionnaires. There are three scales employed in this study, namely epistemological trust scale, dependent learning style and independent learning style. Data were analyzed by using Structural Equation Modeling. The results show that the belief in learning has a significant and positive effect on the field-dependent and field-independent learning style. Meanwhile, the belief in learning has only a significant and negative effect on the field-independent learning style and has no significant effect on field-dependent learning style. The results provide some insightful considerations regarding the utilization of epistemic beliefs for improving learners’ interaction with the surrounding context to obtain an optimal academic performance.

scholarly journals Learning Styles and Employee Creative Behavior; An Exploration Through Cognitive Styles

2020 ◽  
Vol 6 (1) ◽  
pp. 43-54
Author(s):  
Saima Yasmeen ◽  
Iram Batool ◽  
Ruqia Safdar Bajwa
Keyword(s):  
Learning Styles ◽  
Learning Style ◽  
Structural Equation ◽  
Cognitive Styles ◽  
Partial Least Square ◽  
Least Square ◽  
Equation Modeling ◽  
Employee Creativity ◽  
Public And Private ◽  
Creative Behavior

Cognitive styles are the thinking patterns that greatly influence our day to day activities. People may adopt specific learning styles to the way they want to act. Creativity is an important aspect and a great requirement of now a day’s organization because competition is so enhanced that it is an important aspectto be a part of market. So there is a need to explore what types of learning styles and cognitive styles will help the employees to be creative. The key variables of this study were Cognitive styles (CS), Learning styles (LS) and Employee Creativity (EC). The main purpose was to study cognitive styles as a moderator in relationship of learning styles and employee creativity; and to explore these variables further. Descriptive research design was used and data was collected from 450 employees in different sectors(public and private) through convenient sampling from banks, insurance and telecommunication sectors of Multan. Participants responded to cognitive style inventory (CS; Ancona, Kochan, Scully, Van Maanen, and Westney, 1997), Learning Style Questionnaire (LS; O Brein 1985), and Employee Creativity Questionnaire (EC; Tierney et al. in 1999)in order to study the target variables. Descriptive statistics and reliability of scales was calculated. One way ANOVA, t-test was calculated by using SPSS. To check moderation, Partial least square structural Equation modeling (smart PLS) were used. Cognitive styles had significant moderating effect on learning styles and employee creativity. Limitations and suggestions are discussed.

scholarly journals Antecedents Factors Affecting Cyberbullying Risks: A Study In Jordanian Secondary Schools

2020 ◽  
Vol 8 (3) ◽  
pp. 345-349
Author(s):  
Hesham Almomani ◽  
Diya Al-Jabali ◽  
Fayez Bni Mufarrej ◽  
Heba Ahmad
Keyword(s):  
Structural Equation Modeling ◽  
Secondary Schools ◽  
Self Efficacy ◽  
Structural Equation ◽  
Cyber Bullying ◽  
Equation Modeling ◽  
Postgraduate Students ◽  
Factors Affecting ◽  
Research Results

Purpose of the study: In this study, the primary aim is to identify the effects of self-efficacy and cyber bullying knowledge on cyber bullying risks among Jordanian students. Methodology: The population of the study specifically comprised of Jordanian students in Irbid students, with the study sample being 153 students. Accordingly, a questionnaire was developed and disseminated among the students to gather data for the achievement of the study objectives. The study used Structural Equation Modeling (SEM). The study also employed AMOS 23.0 and SPSS 25.0 software in SEM. Main Findings: self-efficacy and cyber bullying knowledge factors do have significant effects on cyber bullying risks. Applications of this study: This research can be used for academic purposes for universities, lecturers of education and management, researchers and undergraduate and postgraduate students. Novelty/Originality of this study: The phenomenon that existed in cyber bullying and referring from various previous research results, the study regarding the cyber bullying was conducted and presented comprehensively and completely. It is necessary examine the effect of self-efficacy and cyber bullying knowledge factors on cyber bullying risks.

Multicultural e-Education

2010 ◽  
pp. 392-412 ◽  
Author(s):  
Kenneth David Strang
Keyword(s):  
Factor Analysis ◽  
Learning Style ◽  
Structural Equation ◽  
Cultural Anthropology ◽  
Demographic Data ◽  
A Priori ◽  
Study Strategies ◽  
Equation Modeling ◽  
Statistical Techniques ◽  
Global Culture

Academic performance of international university students was predicted using an interdisciplinary model, built by integrating theories from educational psychology and cultural anthropology. Approximately 2,500 online undergraduate business degree students from 21 countries were sampled from an Australian university. An a priori learning style instrument was used to assess their study strategies, which was integrated to a global culture taxonomy using ethnic demographic data. Multi-method statistical techniques for multivariate data were triangulated (confirmatory ordinal factor analysis, multiple regression and structural equation modeling) to analyze empirical evidence. The instrument was validated (eigenvalues> 1; cumulative factor variance captured >60%; GF, LR, factor loadings acceptable; p

The Role of Learning Styles and Technology

2009 ◽  
Vol 4 (4) ◽  
pp. 50-65 ◽  
Author(s):  
Royce Ann Collins
Keyword(s):  
Adult Learners ◽  
Learning Environment ◽  
Learning Styles ◽  
Learning Style ◽  
Virtual Space ◽  
Classroom Teaching ◽  
Initial Learning ◽  
Education Today ◽  
Electronic Environments

Learning style research has informed effective classroom teaching strategies for decades. Technology has allowed faculty and students to move the learning environment from the four-walled classroom to a fluid global virtual space. Knowledge gained through the application of learning style research to online instruction has enhanced practice; however, research demonstrating the alignment of learning styles with current technological resources has been limited. Learning styles and their interrelationship with technology and adult learners is as important today as initial learning style research was in the six decades after its beginnings in the 1940s. Education today must meet the needs of students who are more comfortable in electronic environments, as well as those who need the four-walled classroom. The ability to use learning style research to accomplish both will lead to enhanced student learning and a more productive experience.

scholarly journals Effects of HIV-Related Discrimination on Psychosocial Syndemics and Sexual Risk Behavior among People Living with HIV

2020 ◽  
Vol 17 (6) ◽  
pp. 1924
Author(s):  
Randolph C. H. Chan ◽  
Don Operario ◽  
Winnie W. S. Mak
Keyword(s):  
Hong Kong ◽  
Condom Use ◽  
Structural Equation ◽  
Poor Mental Health ◽  
Self Report ◽  
Equation Modeling ◽  
People Living With Hiv ◽  
Inconsistent Condom ◽  
Living With Hiv ◽  
Inconsistent Condom Use

In the context of HIV-related stigma and discrimination, people living with HIV (PLHIV) might be vulnerable to a ‘syndemic’ of co-occurring psychosocial challenges that can affect sexual behavior. The present study examined how HIV-related discrimination contributes to co-occurring psychosocial syndemic problems and results in inconsistent condom use among PLHIV in Hong Kong. Two-hundred and ninety-one PLHIV were recruited to complete a self-report questionnaire. More than one-quarter of the sample experienced two or more psychosocial syndemic problems, and 74.1% of the participants who had sex with steady partners reported inconsistent condom use over the past three months. The results indicated that HIV-related discrimination was positively predictive of the number of psychosocial syndemic problems. HIV-related discrimination and psychosocial syndemics were associated with increased odds of inconsistent condom use with steady partners (AOR = 5.40 and AOR = 3.09 respectively). Findings from structural equation modeling showed that psychosocial syndemics mediated the effect of HIV-related discrimination on condom use consistency with steady partners. PLHIV in Hong Kong suffered from the syndemic effects of stigma, social isolation, and poor mental health, which rendered them vulnerable to condomless sex. In order to curb the rapidly increasing incidence of HIV, multi-level strategies should be adopted to concurrently address the structural inequities and psychosocial syndemics faced by PLHIV.

The Driving Forces of Customer Loyalty

2009 ◽  
pp. 1540-1557
Author(s):  
T. C.E. Cheng ◽  
L. C.F. Lai ◽  
A. C.L. Yeung
Keyword(s):  
Hong Kong ◽  
Customer Satisfaction ◽  
Service Quality ◽  
Customer Loyalty ◽  
Structural Equation ◽  
Driving Forces ◽  
Corporate Image ◽  
Equation Modeling ◽  
Internet Service ◽  
Broadband Market

In this study we examine the driving forces of customer loyalty in the broadband market in Hong Kong. We developed and empirically tested a model to examine the antecedents of customer loyalty towards Internet service providers (ISPs) in Hong Kong. Structural equation modeling (SEM) was used to evaluate the proposed model. A total of 737 valid returns were obtained through a questionnaire survey. The results show that customer satisfaction, switching cost, and price perception are antecedents that lead directly to customer loyalty, with customer satisfaction exerting the greatest influence. Although we found that service quality significantly influences customer satisfaction, which in turn leads to customer loyalty, we did not find a direct relationship between service quality and customer loyalty. Our results also reveal that corporate image is not related to customer loyalty. Our empirical investigation suggests that investing huge resources in building corporate image can indeed be a risky strategy for ISPs.

scholarly journals An Analysis of Students' Learning Style, Mathematical Disposition, and Mathematical Anxiety toward Metacognitive Reconstruction in Mathematics Learning Process Abstract

2019 ◽  
Vol 10 (2) ◽  
pp. 187-200
Author(s):  
Bambang Sri Anggoro ◽  
Safitri Agustina ◽  
Ramadhana Komala ◽  
Komarudin Komarudin ◽  
Kittisak Jermsittiparsert ◽  
...  
Keyword(s):  
Learning Styles ◽  
Learning Style ◽  
Structural Equation Model ◽  
Structural Equation ◽  
Mathematics Learning ◽  
Visual Learning ◽  
Equation Model ◽  
Know How ◽  
Mathematical Anxiety ◽  
High Level

The purpose of this research is to find out whether there is an influence of learning styles, mathematical disposition, and mathematical anxiety on metacognitive reconstruction in mathematics learning and to know how learning styles, mathematical disposition, andMathematical anxietyaffect metacognitive reconstruction in mathematics learning. This research was conducted using theMixed Method. The data processing in this research uses the Structural Equation Model (SEM) through the application of the Lisrel 8.80 program. Based on the data and research results, it can be concluded that: 1) there is an influence of learning style, mathematical disposition, and mathematical anxietyon metacognitive reconstruction in mathematics learning; 2) students with goodmetacognitive reconstruction prefer visual learning style and have a high mathematical disposition and low level of anxiety. Students with medium metacognitive reconstructions category prefer kinesthetic learning styles andhave a moderate mathematical disposition and moderate levels of anxiety. Students with low metacognitive reconstruction categories prefer audio learning styles and have a low mathematical disposition and a high level of anxiety. 

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