Effect of Kolb's Learning Styles under Inductive Guided-Inquiry Learning on Learning Outcomes

Abstract

This study aimed to examine the effect of Kolb's learning styles on chemical learning activities and achievement of reaction rate taught by inductive guidedinquiry learning. The population was eleventh grade Science students of a senior secondary school having relatively good academic input based on national testing results in Bali, Indonesia. Samples involved the entire students of five classes taken by cluster sampling from the whole nine classes of the population. Data were collected by Kolb's learning style inventory for the learning styles, observation and document recording for learning performances, post-test for the cognitive achievement, and questionnaires for student's perceptions. Data analyses were conducted qualitatively in assigning the learning styles, and describing learning performances and perceptions, and used ANOVA followed by Scheffé's post hoc test for the effect of learning styles on the cognitive achievement. The results showed: (1) the student learning styles were 35.8% Convergers, 30.0% Assimilators, 17.5% Divergers, and 16.7% Accommodators; (2) learning styles significantly affected the achievement with only superiority of the Convergers over the accommodators; and (3) the inductive guided-inquiry learning of chemical topic which involves concrete evidences via laboratory work was fruitful for all learners of all learning styles.

Appropriate Learning Management for Studentswith Different Learning Styles within a Multicultural Society at State-run Universities in Thailand

“…However, Kanadli, (2016) conducted a meta-analysis to investigate the relationship between leaning styles and academic achievement and found that this relationship was not consistent because it depended on many other cultural factors as well. This result was confirmed by (Sudria, Redhana, Kirna, & Aini, 2018) who found that learning styles significantly affected achievement for only some types of learning styles.…”

“…Furthermore, most students employ a pragmatic style at some time, and thus practice-based learning, such as lab-work, field work or project-based learning should be employed for students in all the learner-style groups. This is supported by Sudria et al, (2018) who found that lab-work was fruitful for learners of all learning styles. However, instructors should recognized that different learning styles may be useful for different tasks and can change over time.…”

Comparison of Learning in Inductive and Deductive Approach to Increase Student’s Conceptual Understanding based on International Standard Curriculum

“…Therefore, the inductive approach was less suitable for students who were still experiencing difficulties in developing their frame of mind. Students tend to reject all of the instruction forms that make them have their responsibility for their learning (Sudria et al, 2018). Naturally, Students tend to love the learning process which is guided by their teacher that tends to use the deductive approach model.…”

Identification of chemistry teaching problems of a prospective teacher: A case study on chemistry teaching

“…Several learning strategies have been developed to address the teaching problems related to the conceptual change model, including (a) the conceptual change texts [5] [18] [19] [20], (b) analogies [21], (c) the holistic mental model confrontation [22], (d) the web-based conceptual change texts [23], (e) the computer simulations [24], (f) the computer-based learning [25], and local culture-based 7E learning cycle model [26]. In preparing this conceptual change learning strategy, the teachers should also pay attention to the students' learning style [27].…”