Learning Styles among Students in an Advanced Soil Management Class: Impact on Students’ Performance

Eudoxie, Gaius

doi:10.4195/jnrlse.2010.0006u

Cited by 12 publications

(11 citation statements)

References 20 publications

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“…Some studies have also been made to identify the relationship between VARK learning style preferences and student performance in university courses. For example, [13] found that a strong kinesthetic learning style had a significant negative relationship with performance in physiology courses among a sample of 64 students; but [14] found no significant relationship between VARK learning style preferences and course performance among a sample of 62 students studying soil management science. Other studies by [15] used the VARK inventory to assess the relationship between student learning styles and their performance among 211 students from a mix of introductory microeconomics and introductory macroeconomics courses.…”

Section: Vark Learning Stylementioning

confidence: 99%

Relationship between the Learning Styles Preferences and Academic Achievement

Awang

Samad

Faiz

et al. 2017

IOP Conf. Ser.: Mater. Sci. Eng.

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Abstract. The individual learning differences that have been much explored relate to differences in personality, learning styles, strategies and conceptual of learning. This article studies the learning style profile exhibited by students towards the academic achievement in Malaysian Polytechnic. The relationship between learning styles of Polytechnic students and their academic achievement based on VARK learning styles model. The target population was international business students of Malaysian Polytechnic. By means of randomly sampling method, 103 students were selected as sample of research. By descriptive -survey research method and a questionnaire adapted from VARK Learning Style Index, required data were collected. According to the results, no significantly difference between learning style and academic achievement of students. Students academic achievement was quite similar to their individual learning styles. These facts reveal that each learning style has its own strengths and weaknesses.

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Section: Vark Learning Stylementioning

confidence: 99%

Relationship between the Learning Styles Preferences and Academic Achievement

Awang

Samad

Faiz

et al. 2017

IOP Conf. Ser.: Mater. Sci. Eng.

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“…1). This result suggests that these types of activities appeal to students in a course designed for environmental science majors and provides further support for the prevalence of the kinesthetic learning style among undergraduate soil science students (Eudoxie, 2011). However, only one of these three hands‐on lecture tutorials helped the students to significantly improve their quiz scores.…”

Section: Resultsmentioning

confidence: 53%

“…This trend is troubling when we consider that well‐trained soil scientists have an important role to play within the scientific community (Hartemink and McBratney, 2008). Past research on learning styles in a Soil and Water Management course suggests that the majority of students in this type of course are multi‐modal or kinesthetic learners (Eudoxie, 2011). Based on the diversity of learning styles in a typical soils class, it is important to provide students with a wide variety of learning tools that will work for different learning styles.…”

mentioning

confidence: 99%

The Development and Evaluation of Lecture Tutorials for Introductory Soil Science

Turk

2016

Natural Sciences Education

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Core Ideas Lecture tutorials significantly improved students’ performance on quizzes for certain topics. Lecture tutorials were effective in courses for majors and non‐majors. Student ratings of lecture tutorials were higher in the course for environmental science majors. Hands‐on lecture tutorials were rated as most “fun” by environmental science students. The wide‐array of concepts from the natural sciences that must be mastered to succeed in an introductory soil science course presents a significant challenge to students. This study was conducted to determine if students’ conceptual development regarding topics in introductory soil science could be improved by using lecture tutorials. Lecture tutorials are activities that students complete following a lecture. They guide the students to critically analyze their understanding of a concept presented in the lecture. Eight lecture tutorials were written and evaluated using pre/post quizzes and surveys in two courses (an environmental science program course and a general studies course). The pre/post quiz results indicate that there was significant improvement in students’ conceptual understanding for three of the lecture tutorials, which covered the topics of texture (p = 0.006), bulk density (p = 0.026), and Liebig's law (p < 0.001). Survey results showed that students also felt that they understood these topics better after completing the lecture tutorials. There was no interaction between improvement in quiz scores and course type. However, the student ratings from the environmental science program course were significantly higher for most survey questions when compared to the general studies course. The continued development and evaluation of lecture tutorials to address a broader range of topics within soil science is recommended.

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“…Learning styles, also known as cognitive styles or learning preferences show how students prefer ways of learning [1] [2] and are characteristic behaviors that tend to be relatively stable over time [1]. Learning style is defined as a person's natural way, one's habits and something more suitable for someone in absorbing, processing and mastering new information and skills [3] and is an integral component of the learning environment [4].…”

Section: Introductionmentioning

confidence: 99%

“…Student learning styles are important cognitive characteristics that influence the way of learning. However, research conducted by Eudoxie confirms that the learning outcomes of students in the face-to-face learning model are influenced by student learning styles [4]. When learning styles match the learning methods used, better learning outcomes will be obtained, but on the contrary when learning styles and learning methods do not match, learning outcomes significantly deteriorate [8].…”

Section: Introductionmentioning

confidence: 99%

Interaction between Learning Style and Gender in Mixed Learning with 40% Face-to-face Learning and 60% Online Learning

Anggrawan¹,

Ibrahim²,

Muslim³

et al. 2019

IJACSA

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Student learning styles are important factors that have a strong impact on student performance in learning outcomes. That is why each learning method will produce different learning outcomes for students who have different learning styles. According to the previous study concluded that mixed learning produces learning outcomes that are superior to online and face-to-face learning models, but the questions are how is the difference between learning outcomes between student learning styles in mixed learning, and whether there is an interaction between mixed learning models and student learning styles towards learning outcomes. This study provides a scientific answer solution, by conducting experimental research of mix learning with a mixture of 40% face-to-face material learning and 60% online material learning for the subject of Algorithms and Programming. Based on 2-way ANOVA, T, and SCHEFFE tests towards student learning outcomes in this study, it is found: there are differences in learning outcomes between students who have different learning styles, the learning outcomes of male students achieve better learning outcomes than female students, and there is an interaction between student gender and student learning styles towards learning outcomes, where with further tests, it was found that there is no difference in learning outcomes based on student learning styles of all students except students who have a visual learning style with male sex achieving superior learning outcomes than students who have auditory and kinesthetic learning styles.

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Learning Styles among Students in an Advanced Soil Management Class: Impact on Students’ Performance

Cited by 12 publications

References 20 publications

Relationship between the Learning Styles Preferences and Academic Achievement

Relationship between the Learning Styles Preferences and Academic Achievement

The Development and Evaluation of Lecture Tutorials for Introductory Soil Science

Interaction between Learning Style and Gender in Mixed Learning with 40% Face-to-face Learning and 60% Online Learning

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