Learning Styles of Computer Programming Students: A Middle Eastern and American Comparison

Zualkernan, Imran A.; Allert, James; Qadah, Ghassan Z.

doi:10.1109/te.2006.882366

Cited by 60 publications

(43 citation statements)

References 12 publications

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“…The result of Chisquare test showed significant difference in the learning style along four dimensions between males and females. Our results however, were in contrast with Zulkernan et al [52] who showed no differences in learning style based on gender. The results however, supported W-Fat [39] and Wang and Chen [41] who found that participants" learning style and gender consciousness significantly affected the students" project performance.…”

Section: Data Analysis and Resultscontrasting

confidence: 99%

Understanding Students Learning Style and Their Performance in Computer Programming Course: Evidence from Bruneian Technical Institution of Higher Learning

Seyal¹,

Mey²,

Matusin³

et al. 2015

IJCTE

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Abstract-This pioneering study investigates the students' learning style in understanding their performance in computer programming course where they enroll for their first year of Bachelor of Internet computing degree program. The data was collected from cohort of students who appeared for their first year examination in programming concept module and were given Kolb inventory of learning style. The result through Chisquare test confirmed that there existed a relationship between learning test and students' performance in programming module. Moreover, students with converging and assimilating learning styles are significant and are closely associated with their pass or credit grade. Based upon the results, some recommendations were made in order to enhance teaching and learning programming.

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Section: Data Analysis and Resultscontrasting

confidence: 99%

Understanding Students Learning Style and Their Performance in Computer Programming Course: Evidence from Bruneian Technical Institution of Higher Learning

Seyal¹,

Mey²,

Matusin³

et al. 2015

IJCTE

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show abstract

“…This finding was similar to their preferences for these dimensions according to their field of study and gender. These findings were both a contrast and similarity to Zualkernan et al's cross-cultural comparison of students' learning styles preferences which revealed engineering students as having preferences for the active, sensing, visual and sequential learning styles [37].…”

Section: Discussioncontrasting

confidence: 61%

Teaching Styles, Learning Styles and the ESP Classroom

Ph'ng

2018

MATEC Web of Conferences

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Abstract. Learner diversity that exists in the classroom plays a role in influencing the teaching and learning process in the classroom. It should be acknowledged in order for the teaching and learning process to be a meaningful and effective process. Thus, this study examined the learning styles preference of engineering students and the teaching styles preferences of their Technical Communication lecturers. The study also looked at whether the students' learning styles preferences were influenced by their field of study, gender and ethnic backgrounds. Felder and Solomon's Index of Learning Styles was administered to 588 engineering students while Grasha and Riechmann-Hruska's Teaching Style Survey was administered to 10 Technical Communication lecturers. The findings revealed that the students have a marked preference for the visual learning style but balanced preferences for the other learning styles dimensions. The students' field of study, gender and ethnic backgrounds did not seem to influence the students' learning styles preferences. As for their Technical Communication lecturers, they seem to favour the student-centered teaching approach. All the data support the notion of adopting a balanced teaching approach in the Technical Communication classroom.

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“…The majority of reviewed studies have developed their own systems to provide adaptivity such as MAS-PLANG [68], AES-CS [77], INSPIRE [13], POLCA [51][102], ADOPTA [46], iWeaver [103][31], WELSA [4], ALS-LSCS [104], SAVER [12], LS-AEHS [73] and Oscar [105] due to the ease of building a system which consider such traits from scratch than incorporating them in a system which has been built for offering a classic e-learning. However, the most popular open source Learning Management System (LMS) Moodle has been also extended in some studies in order to generalise the benefits of LS-BAEHSs [57] [110], whereas, the rest have investigated the impacts of LS on other systems' aspects which relate to adaptation process such as assessing the synergy between LS and students' achievement or exploring the relationship between students' behaviour and LS in webbased learning systems. These studies have adopted different LS models and confirmed that there is a statistical significance of delivering learning materials which match students' LS on their achievement [111] [115] have to be interpreted with caution if they are compared with the opposite results of a host of studies that used similar evaluation approaches and sample.…”

Section: Resultsmentioning

confidence: 99%

State of The Art of Learning Styles-Based Adaptive Educational Hypermedia Systems (Ls-Baehss)

Al-Azawei

Badii

2014

IJCSIT

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Learning Styles of Computer Programming Students: A Middle Eastern and American Comparison

Cited by 60 publications

References 12 publications

Understanding Students Learning Style and Their Performance in Computer Programming Course: Evidence from Bruneian Technical Institution of Higher Learning

Understanding Students Learning Style and Their Performance in Computer Programming Course: Evidence from Bruneian Technical Institution of Higher Learning

Teaching Styles, Learning Styles and the ESP Classroom

State of The Art of Learning Styles-Based Adaptive Educational Hypermedia Systems (Ls-Baehss)

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