Accommodating Different Learning Styles in the Teaching of Economics: with Emphasis on Fleming and Mills’s Sensory-based Learning Style Typology

Hong-xiang, Zhang

doi:10.11114/aef.v4i1.1921

Cited by 7 publications

(7 citation statements)

References 18 publications

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“…These scholars attribute this to the teaching approaches employed by the teachers, the type of learning material, and the rare engagement of learners in solving mathematical problems in economics, as is the case with imperfect market structures. Moreover, Minarni et al's (2016) assertion is confirmed by Zhang (2017) who also bemoans the lack of content knowledge, lack of adequate resources, and inefficient use of available instructional resources as the reasons for poor academic achievement in economics. Minarni et al (2016) suggest that the teacher should teach the learners in such a way that the learner has an opportunity to solve mathematical problems, as well as to understand mathematical representation in the form of graphs and tables.…”

Section: Literature Review and Conceptual Frameworkmentioning

confidence: 98%

“…The challenge with opportunities to learn with regards to the teaching and learning of imperfect market structures is not a uniquely South African problem. Zhang (2017), for instance, reveals that there are many countries where teachers face challenges related to meaningfully engaging learners. A further review of literature by Minarni et al (2016) shows that there is poor learner achievement in topics that include mathematical concepts in Public Junior High School in Indonesia.…”

Section: Literature Review and Conceptual Frameworkmentioning

confidence: 99%

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Grade 12 Learners’ Perceptions of Opportunities to Learn Imperfect Market Structures: Frances Baard District

Manzi

Mosia²,

Moreeng³

et al. 2021

IJLTER

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This empirical study sought to investigate the grade 12 economics learners’ perceptions of opportunities to learn imperfect market structures in selected schools in the Francis Baard District of Northern Cape. A quantitative research approach was employed, where a questionnaire was administered to 253 Grade 12 economics learners from three schools in Galeshewe. The questionnaire was based on four Opportunities to Learn (OTL) variables; content exposure, content emphasis, quality of instruction, and instructional resources. Data were analysed through excel 365 and then through SPSS. Overall, the study showed that little or no opportunities to learn were being created for learners to master the concept of imperfect market structures. This study is significant because it helps to make known to both the learners and teachers, the factors influencing learners’ learning outcomes related to imperfect market structures. Learners must also be encouraged to exhibit a positive attitude towards the subject, while the economics teachers should put in the required effort to improve the learning outcomes in schools.

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Section: Literature Review and Conceptual Frameworkmentioning

confidence: 98%

Section: Literature Review and Conceptual Frameworkmentioning

confidence: 99%

Grade 12 Learners’ Perceptions of Opportunities to Learn Imperfect Market Structures: Frances Baard District

Manzi

Mosia²,

Moreeng³

et al. 2021

IJLTER

View full text Add to dashboard Cite

show abstract

“…Given the aim of the task at hand which is to classify students according to their learning and thinking styles, independence is important. This, therefore, makes Naïve Bayes preferable over other classification models (Zhang, 2017).…”

Section: Artificial Intelligencementioning

confidence: 99%

The integration of psychology and artificial intelligence in e-learning systems to guide the learning path according to the learner's style and thinking

Elhossiny¹,

Eladly²,

Saber³

2022

Int. j. adv. appl. sci.

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Traditional e-learning systems fall short in many respects when it comes to delivering content to learners in the most effective way. Research shows that e-learning systems are not accommodative of learners’ thinking and learning styles, which leads to poor performance. This paper proposes a way through which this problem can be addressed. The researcher believes that the technology of Artificial Intelligence can be integrated with the learning and thinking styles (Psychology) of learners in an e-learning system to provide an enriched learning experience. No attempts have been made so far to integrate Artificial intelligence and Psychology in an e-learning environment, making this paper unique. The paper explores this subject by designing a system that will be termed a “smart e-learning system.” The paper sought to propose Artificial Intelligence algorithms that will be applied to the learning and thinking styles of learners to come up with highly adaptive models for each student that enhances their learning experience. The significant difference in the performance of the control group and experimental group confirms that if psychology and AI are integrated, there is a significant improvement in the student learning experience in an e-learning system. This shows that Artificial Intelligence can work well with Psychology to enhance the learning experience in the e-learning environment.

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“…Principally, this is a suggested teaching tool proposed by him to teach a structured body of economic knowledge that enhance learning in the classroom in terms of comprehension, retention, clarity, big-picture thinking, as well as critical thinking. Zhang (2016) proposes different teaching tools and modes in the teaching of economics which are suitable for accommodating different learning styles classified by Fleming and Mills's sensory-based learning style typology. According to him, -Students prefer to learn in different ways,‖ and this variety suggests that instructors should teach their course materials in different ways so as to cater to different learning styles.…”

Section: Literature Reviewmentioning

confidence: 99%

“…According to Zhang (2016), -economics courses are taught mostly using traditional formats such as lectures along with the presentation of visual instruments such as graphs and charts, which is widely known as the -chalk and talk‖ method,‖ and most of the time, the existence of different cognitive learning outcomes are ignored. This way, the potential improvement in student performance which is achievable from matching instructors' teaching methods with cognitive learning outcomes is lost.…”

Section: Course Formatmentioning

confidence: 99%

Harmonizing Teaching Tools with Cognitive Learning Outcomes in the Teaching of Economics

Edalati¹

2016

IJEF

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The selection of teaching tools is a key determinant of the extent to which the anticipated learning outcomes of a course will be realized. As such, choosing optimal teaching tools can be a greatly effective course of action to enhance learning in the classroom. As Terregrossa et al. (2009) point out, “it is ironic that the practitioners of the discipline devoted to the study of efficiency principles [i.e. economics] are implicitly accused of being inefficient in their approach to teaching that discipline.” The purpose of the present paper is to first explain cognitive learning outcomes as well as review both traditional and modern teaching tools in the context of economics. Next, the appropriate teaching tools that match correspondingly with each specific cognitive learning outcome are proposed in the setting of teaching economics. To this end, the paper concentrates on Benjamin Bloom’s (1956) taxonomy of cognitive domains to describe different cognitive learning levels. Then, a diverse set of teaching tools suitable to teach economics are corresponded to different cognitive learning outcomes. More specifically, the present paper aims to introduce different teaching tools - including course formats, major teaching methods, and teaching moves - corresponding to different levels of cognitive domain in the context of teaching economics. Finally, it is argued that economics instructors should select teaching tools as well as contents, readings, in-class activities, assignments, and assessment formats after formulating the learning outcomes of the course, so that the teaching tools selected can facilitate students’ learning and help them achieve the anticipated learning outcomes more readily.

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Accommodating Different Learning Styles in the Teaching of Economics: with Emphasis on Fleming and Mills’s Sensory-based Learning Style Typology

Cited by 7 publications

References 18 publications

Grade 12 Learners’ Perceptions of Opportunities to Learn Imperfect Market Structures: Frances Baard District

Grade 12 Learners’ Perceptions of Opportunities to Learn Imperfect Market Structures: Frances Baard District

The integration of psychology and artificial intelligence in e-learning systems to guide the learning path according to the learner's style and thinking

Harmonizing Teaching Tools with Cognitive Learning Outcomes in the Teaching of Economics

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