An Interview with Rita Dunn about Learning Styles

Shaughnessy, Michael F.

doi:10.1080/00098659809599346

Cited by 26 publications

(14 citation statements)

References 2 publications

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“…Some students need extra teacher help, some learn on their own (Moore, 2001). Each individual learns in a unique way, some learn best by hearing, seeing, seeing, reading, and touching some materials (Shaughnessy, 1998). Students who differ in capacity and power of achievement need different activities and assignments (Good and Brophy, 2008).…”

Section: Introductionmentioning

confidence: 99%

Identifying the Individual Differences Among Students During Learning and Teaching Process by Science Teachers

Kubat¹

2018

International Journal of Research in Education and Science

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It is important for teachers to know variables such as physical characteristics, intelligence, perception, gender, ability, learning styles, which are individual differences of the learners. An effective and productive learning-teaching process can be planned by considering these individual differences of the students. Since the learners' own learning speeds and interests vary, these characteristics should be taken into consideration by the teacher. The aim of this research is to determine how science teachers are bringing out the individual differences of students during the learning-teaching process. Qualitative research method is used in this research and case is designed according to phenomenology. According to research findings, half of interviewed science teachers stated that individual differences are important for determining the learning styles of students. Again, half of the teachers emphasized that students identify their individual differences with the help of tests, homeworks and activities during the teaching and learning process. Teachers also stated that in order to design the learning-teaching process appropriate to the individual differences of the learners, the learners would make active participation in the lesson and the individual differences could be supported by increasing the experiment and school trips.

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Section: Introductionmentioning

confidence: 99%

Identifying the Individual Differences Among Students During Learning and Teaching Process by Science Teachers

Kubat¹

2018

International Journal of Research in Education and Science

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“…The changes and adjustments made are typical with learning-style teachers. Leaming-style teachers teach different children differently, unlike traditional teachers who teach an entire class in the same way with the same methods (Shaughnessy 1998). Several teachers also emphasized that even though some of the students may have understood the concept originally, there was often a need for repetition or reteaching either immediately after the presentation or weeks and months later.…”

Section: Theme Twomentioning

confidence: 98%

How Teachers Teach to Students with Different Learning Styles

Haar¹,

Hall²,

Schoepp³

et al. 2002

The Clearing House: A Journal of Educational Strategies, Issues

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“…Next, Shaughnessy (1998) have reported that as many as 42 times of comprehensive experimental studies have been made between 1980 and 1990 by 13 higher learning institutions in the United States. The results show that, students who were allowed to learn by using their own preferred learning styles have been able to achieve up to 75% higher standard deviation than students who learn in the manner prescribed by the teacher, instead of their own choice.…”

Section: Literature Reviewmentioning

confidence: 99%

Learning Style among Native Iban Students Based on Their Gender in Acquiring Malay as a Second Language

Subramaniam¹,

Yong²,

Melebek³

et al. 2014

ASS

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Most of the teachers pay less focus on students' learning styles due to their obligation to finish the syllabus within the specified duration, which often resulted in the mismatched of teaching process and learning outcomes. This study aims to identify the different learning styles across gender in acquiring Malay language as a second language among native Iban students in Sarawak. 170 students were chosen from five high schools in Betong region (Sarawak) for analysis, based on the Dunn and Dunn Learning Model (1992). A combination of questionnaire survey and interviews helps to concrete our findings. Results reveal similarities in learning styles across gender in terms of emotional stimulation, psychological, environmental, and physiological factors but differences in sociological stimulation. On the whole, students have deep intrinsic motivation, low desire but positive sense of responsibility, and find it easier to learn Malay language via bonded learning structure compared to liberal ones.

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An Interview with Rita Dunn about Learning Styles

Cited by 26 publications

References 2 publications

Identifying the Individual Differences Among Students During Learning and Teaching Process by Science Teachers

Identifying the Individual Differences Among Students During Learning and Teaching Process by Science Teachers

How Teachers Teach to Students with Different Learning Styles

Learning Style among Native Iban Students Based on Their Gender in Acquiring Malay as a Second Language

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