Learning Styles, Personality Types and Reading Comprehension Performance

Abstract

This research aims to know whether there is a significant difference between reading and listening comprehension scores based on their learning styles; visual and auditory, of the 8th-grade students of SMPN 4 Pallangga Gowa in academic year 2016-2017. This study used quantitative method and causal-comparative design. The instruments of this study included learning style questionnaire, reading comprehension test, and listening comprehension test. Further, it used independent sample t-test to analyze the data from learning styles questionnaire, and reading and listening comprehension scores. Findings of the result reveal that there was no significant difference between students' reading and listening comprehension scores based on two groups' learning styles: visual and auditory. The result shows that sig. values of reading comprehension based on two learning styles, visual and auditory, were 0.592 and 0.594, respectively, which were greater than p-value (0.05). Similarly, the sig. values of two learning style groups in listening comprehension performance were the same, namely 0.954. It means that both sig. values were greater than p-value (0.954> 0.05). Hence, it can be concluded that H0 was accepted and Ha was rejected. Clearly, from the result, it can be said that learning style is not the only one factor affecting students' reading and listening comprehension scores.

The Effects of Learning-Style Based Activities on Students’ Reading Comprehension Skills and Self-Efficacy Perceptions in English Foreign Language Classes

“…Based on this conclusion, it can be suggested that learning-style based activities are more effective on reading comprehension achievement than traditional reading comprehension activities designed without considering learning styles. This result is consistent with recent studies (Al-Hajaya & Al-Khresheh, 2012;Khademi, Motallebzadeh, & Ashraf, 2013;Sadeghi, Kasim, Tan, & Abdullah, 2012) which emphasize the positive effects of instruction compatible with students' learning style preferences on their reading comprehension achievement in second/foreign language classes. Al-Hajaya and Al-Khresheh (2012) indicate that instructional strategies that are compatible with students' learning styles have a valuable role in enabling students to take control of their own learning and to maximize the potential for learning, and therefore contribute to reading comprehension.…”

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Local text cohesion, reading ability and individual science aspirations: key factors influencing comprehension in science classes

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The Relationship between Iranian EFL Instructors’ Understanding of Learning Styles and Their Students’ Success in Reading Comprehension

“…To Sadeghi et al (2012), reading comprehension is a process of unlocking meaning from connected text. Reading comprehension as a great source of knowledge has been one of the important parts in second/foreign language tests and examinations.…”