Identifying Student Learning Styles: Proceed With Caution!

Corbett, Stephen S.; Smith, William P.

doi:10.1111/j.1540-4781.1984.tb01566.x

Cited by 18 publications

(8 citation statements)

References 3 publications

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“…In addition to the problem of the complexity of identifying learning styles, Corbett and Smith (1984) discuss the problem of the reliability of such learning style instruments as the Edmonds Learning Style Identification Exercise. Their study showed that individual variation tended to be consistent and therefore suggestive of external reliability but that group variation lacked consistency and therefore tended to be less reliable tolist three shortcomings of existing self-assessment instruments: 1) The instruments are exclusive (i.e., they focus on certain variables); 2) the students may not self-report accurately; and 3) the students have adapted for so long that they may report on adapted preferences.…”

Section: Conclusion and Discussionmentioning

confidence: 99%

The Effect of Students’ Learning Styles to Their Academic Success

Gökalp¹

2013

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This study was aimed to evaluate the learning styles of education faculty students and to determine the effect of their success and relationship between their learning styles and academic success. The population of this study is comprised of the students of Education Faculty in 19 May University and the sample includes 140: 68 art, 72 preschool teacher department students. Depending on the results obtained from pre-test, it was aimed to improve students' knowledge and skills in studying. There was a significant difference between the scores of pre-and post-tests. The significant relationship between the scores of post-test and the student success revealed that they learned how to study effectively. The validity and reliability of the test were determined by considering the Cronbach alpha coefficients for each and all of the items. The study has found statistically significant differences between the results of the first and final applications of the subtests on learning styles and academic success; those subtests covered the items as learning, planned study, effective reading, listening, writing, note taking, using the library, getting prepared for and taking exams, class participation and motivation.

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Section: Conclusion and Discussionmentioning

confidence: 99%

The Effect of Students’ Learning Styles to Their Academic Success

Gökalp¹

2013

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“…Each recall protocol was then scored in terms of these 12 propositions: 1 point was given for each of the propositions that was mentioned, and totals for each student as well as for each of the 2 In addition, two pencil-and-paper tests were administered to identify verbalizers and visualizers: the Visualizer/Verbalizer Questionnaire by Kirby et al (1988) and the Edmonds Learning Style Identification Exercise by Reinert (1976). The results of the tests were not used in this study because of the low level of agreement between the two tests as well as other reported problems with the reliability of the tests (Boswell & Picket, 1991;Corbett & Smith, 1984;Edwards & Wilkins, 1981;Keefe, 1989;Parrott, 1986).…”

Section: Methodsmentioning

confidence: 99%

Supporting visual and verbal learning preferences in a second-language multimedia learning environment.

Plass

Chun

Mayer

et al. 1998

Journal of Educational Psychology

362

243

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English-speaking college students who were enrolled in a German course read a 762-word German language story presented by a computer program. For key words in the story, students could choose to see a translation on the screen in English (i.e., verbal annotation) or view a picture or video clip representing the word (i.e,, visual annotation), or both. Students remembered word translations better when they had selected both visual and verbal annotations during learning than only 1 or no annotation; students comprehended the story better when they had the opportunity to receive their preferred mode of annotation. Results are consistent with a generative theory of multimedia learning that assumes that learners actively select relevant verbal and visual information, organize the information into coherent mental representations, and integrate these newly constructed visual and verbal representations with one another. Current developments in information technologies have resulted in rapid advances in the application of instructional and educational technology. There seem to be, however, only small advances in corresponding basic research on the psychological principles of human learning in a multimedia learning environment (Kozma, 1991). This article deals with two of these psychological principles. On the one hand, multimedia learning requires the learner to process information presented in different modes (e.g., in a verbal and a visual mode). Thus, cognitive psychological theories on processing information such as Mayer's (1997) generative theory of multimedia learning are relevant. On the other hand, the term learning environment points to

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Section: Implications and Directions For Future Researchmentioning

confidence: 99%

The Learning Style Preferences of ESL Students

Reid¹

1987

TESOL Quarterly

686

617

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Following a review of the literature on learning styles and cognitive styles for both native speakers (NSS) and nonnative speakers (NNSS) of English, this article presents the results of a questionnaire that asked 1,388 students to identif y their perceptual learning style preferences. Statistical analyses of the questionnaires indicated that NNS learning style preferences often differ significantly from those of NSS; that ESL students from different language backgrounds sometimes differ from one another in their learning style preferences; that other variables such as sex, length of time in the United States, length of time studying English in the U. S., field of study, level of education, TOEFL score, and age are related to differences in learning styles; and that modifications and extensions of ESL student learning styles may occur with changes in academic environment and experience.

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Identifying Student Learning Styles: Proceed With Caution!

Cited by 18 publications

References 3 publications

The Effect of Students’ Learning Styles to Their Academic Success

The Effect of Students’ Learning Styles to Their Academic Success

Supporting visual and verbal learning preferences in a second-language multimedia learning environment.

The Learning Style Preferences of ESL Students

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