Assessing the effects of learning style in business statistics

Stevens, David P.

doi:10.1504/ijil.2013.052897

Cited by 3 publications

(4 citation statements)

References 24 publications

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“…Results indicated that lecturer competence, teaching methods and quality of learning materials had a positive influence on business students' academic achievements in quantitative business courses. Stevens (2013) measured the effect of learning style on several variables for students in undergraduate business statistics. The author demonstrated that learning style, as measured using the VARK (Visual, Aural, Read-write or Kinesthetic) model, had significant effects on a number of variables such as academic success, student perceptions of course and instructor and academic major.…”

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confidence: 99%

Learning styles preferences of statistics students

Yousef

2016

Quality Assurance in Education

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Purpose – Although there are many studies addressing the learning styles of business students as well as students of other disciplines, there are few studies which address the learning style preferences of statistics students. The purpose of this study is to explore the learning style preferences of statistics students at a United Arab Emirates University (UAEU). Furthermore, it investigates whether there are statistically significant differences along the four dimensions of learning styles due to students’ demographic and academic characteristics. Design/methodology/approach – Questionnaires were distributed to the whole population which included 79 undergraduate statistics students at the UAEU, of which 69 returned the questionnaire. Descriptive statistics such as frequencies and percentages were used to present the main characteristics of respondents and the results of the study. Additionally, a chi-square test was used to find out if there were significant differences along the four dimensions of learning style preferences due to students’ demographic and academic characteristics. Findings – The results indicate that UAEU undergraduate statistics students have balanced preferences along the four dimensions of learning styles. Results also suggest that there are no statistically significant differences along the four dimensions of learning styles due to students’ demographic and academic characteristics, except in the active-reflective and sensing-intuitive dimensions with respect to high school type (private vs public). Research limitations/implications – There are a number of limitations associated with this study. First, the findings of the study are based on data from only one university. Second, the sample was small and limited to undergraduate statistics students and, therefore, it excluded graduate students who might have had different experiences. Third, the results are based on a self-reported questionnaire and this, in turn, might have affected the reliability of the results On the other hand, it has a number of implications for educators and students. Educators will benefit from the results of this study in the sense that they will adopt teaching styles and strategies that match learning styles of the majority of their students. Students themselves will benefit from knowing their own learning style. Originality/value – The present study is the first attempt to explore learning styles preference of undergraduate students not only in the UAE setting but also in the developing country setting.

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confidence: 99%

Learning styles preferences of statistics students

Yousef

2016

Quality Assurance in Education

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“…Three sets of questions were utilised to obtain the data for this analysis. The three sets of questions include a group to determine student perceptions of course and instructor [as utilised by Stevens (2013)], a group to determine student perceptions of the usefulness and effectiveness of clickers, and a group of demographic questions. The first group of questions mentioned above is taken from the university's 'SEI', and assesses student opinions in five areas: instructor's verbal communication skills, instructor's written communication skills, effectiveness of teaching methods for the course, whether the student would recommend the instructor, and whether the student would recommend the course.…”

Section: Methodsmentioning

confidence: 99%

“…Common effect size measurements include (Pearson's) correlation coefficient (denoted 'r'), η 2 ['eta-squared': see Burns and Burns (2008)], and the effect size index, f, proposed by Cohen (1988). Stevens (2013) uses both r and η 2 in related research about the size of the effect of learning style on academic success and perceptions of course and instructor. The authors, therefore, utilise these same effect size measures in the present research regarding clicker effectiveness.…”

Section: Literature Reviewmentioning

confidence: 99%

Measuring clicker impact on student perceptions of course and instructor

Stevens

Fontenot

2017

IJIL

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Abstract:Recent research has shown that students have positive opinions regarding the use of remote response devices ('RRD's), commonly known as 'clickers', in the classroom. Studies indicate that clickers are effective, help students engage, and improve the overall learning process. This research focuses on measuring the size of the impact of clickers, via the effect size index, on student perceptions of the instructor and course. Results indicate that student opinions of clickers are definitely related to student opinions about course and instructor. That is, the two concepts are not independent. Furthermore, the use of clickers has numerous small, medium, and large effects on various student perceptions about the instructor and the course. These results can be generalised to other studies via the effect size index and its standardised measurement scale. Some demographic differences in perceptions about clickers are also discussed.

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“…Nuzhat, Salem, Hamdan, and Ashour (2013) in their study among medical students in Saudi Arabia found that students with multimodal learning preference achieved comparatively better results than their unimodal counterparts in the same course. Other than that, Stevens (2013) has investigated the learning styles effects on few variables among undergraduate business statistics students. He found that the preferences significantly affected the variables which included academic success.…”

Section: Literature Reviewmentioning

confidence: 99%

The relationship between students’ learning styles and academic performance: Final year accounting students

Isa

Omar

Fatzel

et al. 2021

EJOSS

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Accounting students at tertiary education basically prefer different types of learning styles. This study investigated the impact of the relationship among the learning style preferences of undergraduate accounting students, awareness of learning styles and their academic achievements. Participants of the study consisted of all the final year accounting students in UiTM Tapah. The results indicated that the students prefer kinesthetic learning modality, and for the rest of the modalities students found that they are generally well-balanced. The study found that there were significant awareness of learning styles among students particularly for the kinesthetic type of students. However, based on the test conducted, there was no significant correlation between the academic achievement and the learning style preferences of the students. There was also no significant relationship between learning styles and awareness of the learning styles. Hence, types of learnings styles do not contribute directly to the accounting students’ academic performance.

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Assessing the effects of learning style in business statistics

Cited by 3 publications

References 24 publications

Learning styles preferences of statistics students

Learning styles preferences of statistics students

Measuring clicker impact on student perceptions of course and instructor

The relationship between students’ learning styles and academic performance: Final year accounting students

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