Learning Styles in the Classroom: Approaches to Enhance Student Motivation and Learning

Larkin, Teresa L.; Budny, Dan

doi:10.1109/ithet.2005.1560310

Cited by 20 publications

(14 citation statements)

References 8 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…A relatively recent example of such a "direct" impact of practice on the development of mathematics is that of linear programming, which arose on the basis of a number of particular problems (optimization of material consumption, organization of transport, etc.) [3,5,6,7].…”

Section: Practice As a Source Of Mathematical Creativitymentioning

confidence: 99%

Developing Students’ Motivation for Learning through Practical Problems in School

Родионов¹,

Dedovets²

2018

Adv. sci. technol. eng. syst. j.

View full text Add to dashboard Cite

This paper identifies motivational factors that ensure the initiation and effective implementation of mathematical activity. These factors are in subordination to each other, forming a hierarchical dependence. At the heart of this hierarchy is the practical need for solving problems from real-life practice. In order to actualize this need, a number of approaches are proposed, each of which manifests itself differently at various stages of teaching mathematics at school. At the first stage, the task material is intended, in the main, only to stimulate the consideration of certain mathematical problems. It also initiates to some extent the activity procedures inherent in reality through observation and experiment. At the same time, the emphasis in teaching is on solving problems of calculation, measurement, tracing, construction, cutting, etc. At the next stage, the main emphasis is on the possibility of using a mathematical tools in the study of related disciplines. It introduces elements of mathematical modelling of reallife states and processes, which can be carried out on the basis of solving various textual problems. At the final stage, the dominant focus the vocational guidance function of practice, the mathematical knowledge for successful implementation of future professional activity. Such awareness can be provided, in particular, with the help of pseudo-real applications from the relevant professional field. In this paper the authors also provides examples supporting each stage.

show abstract

Section: Practice As a Source Of Mathematical Creativitymentioning

confidence: 99%

Developing Students’ Motivation for Learning through Practical Problems in School

Родионов¹,

Dedovets²

2018

Adv. sci. technol. eng. syst. j.

View full text Add to dashboard Cite

show abstract

“…The effectiveness of a learning style and strategy depends on the process of teaching shown. Diversity of teaching and learning styles shown will increase the motivation to a student to learn (Larkin and Budny, 2005).…”

Section: Literature Reviewmentioning

confidence: 99%

The relationship between language teaching styles and strategies on the learning of third language

Shukri

2017

Int. j. adv. appl. sci.

View full text Add to dashboard Cite

This study intends to examine the relationship between teaching styles and learning styles among Universiti Kuala Lumpur Malaysian Institute of Industrial Technology (UniKL MITEC) students who have enrolled in Mandarin 1 and Mandarin 2 course. Systematic sampling were used to identify the samples and a set of questionnaires were distributed as a means of data collection. Eventually, this paper provide insight to the teaching methods of foreign language by considering learners' learning styles and strategies.

show abstract

“…[1] In 2005, Larkin and Budny stated that a "learning style is a biologically and developmentally imposed set of personal characteristics that make the same teaching and learning methods effective for some and ineffective for others". [2] Learning-style theory can be traced back to Carl Jung 1927 who noted major differences in the way people perceived (sensation versus intuition), the way they made decisions (logical thinking versus imaginative feelings), and how active or reflective they were while interacting (extroversion versus introversion). [3] In the field of education, the concept of learning styles has been recognized since the mid-1970s.…”

Section: Introductionmentioning

confidence: 99%

Learning styles and intelligence types versus academic performance of nursing students of the University of Zambia

Katowa-Mukwato¹,

Chapima²,

Nambala-Sianchapa³

et al. 2017

JNEP

View full text Add to dashboard Cite

Background: Learning styles are inherent personal attributes that determine the preferred teaching and learning method(s) for individual while an intelligence type is an individual's levels of aptitude in various content areas as there is no one individual who is universally intelligent. An understanding of the two concepts is essential for designing suitable teaching approaches. Methods: This was a descriptive correlation study which explored the relationship between two variables; learning styles and intelligence types and academic performance of nursing students enrolled in the conventional nursing program at the University of Zambia. Data on learning styles was collected using the Visual, Auditory, Reading/Writing and Kinesthetic (VARK) questionnaire version 7.8 as proposed by Neil Fleming while Gardner's questionnaire for assessing multiple intelligences was used to collect data on the students' intelligence types. Results for the end of 2015/2016 academic year were used to determine academic performance. Results: Almost two thirds 64 (65.4%) of the participants' academic performance was at credit level, 32 (32.7%) were at pass while only 2 (2%) were meritorious students. Participants had wide-ranging learning styles from unimodal, to bimodal and tri modal styles, although the majority were unimodal learners 81 (82.6%). Among the unimodal learners, majority 35 (35.5%) were kinaesthetic. On the other hand, 37 (37.8%) had logical mathematical intelligence, followed by bodily-Kinaesthetic 27 (27.6%). Both learning styles and intelligence types showed negative correlation and no significant association with academic performance. The Pearson r correlation and level of significance between learning styles and academic performance was -.092 and 0.372 respectively, while that for intelligence types and academic performance were -.027 and 0.790. Of the three demographic variables of age, gender and year of study, only age showed a positive correlation and significant association with academic performance (p = .002, and r = .144). Conclusions: The negative correlation between learning styles and intelligence types and academic performance may be an indication that the teaching methods utilized for nursing students are varied and therefore capable of promoting learning across different styles and intelligence types without necessarily favouring a specific style or type or that there is simply no association between learning styles and intelligence types and academic performance.

show abstract

Learning Styles in the Classroom: Approaches to Enhance Student Motivation and Learning

Cited by 20 publications

References 8 publications

Developing Students’ Motivation for Learning through Practical Problems in School

Developing Students’ Motivation for Learning through Practical Problems in School

The relationship between language teaching styles and strategies on the learning of third language

Learning styles and intelligence types versus academic performance of nursing students of the University of Zambia

Contact Info

Product

Resources

About