Learning Styles Research: Understanding how Teaching Should be Impacted by the Way Learners Learn Part III: Understanding how Learners' Personality Styles Impact Learning

Williamson, Margaret; Watson, Roberta L.

doi:10.1177/073989130700400105

Cited by 25 publications

(17 citation statements)

References 18 publications

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“…The educational world is acknowledging the importance of understanding the students' different learning style preferences and their role in attaining academic success [6,7]. In the present study, therefore, we administered the VARK questionnaire to the first year medical students to determine their learning style preferences.…”

Section: Discussionmentioning

confidence: 99%

The Learning Styles and the Preferred Teaching–Learning Strategies of First Year Medical Students

Kharb

Samanta²,

Jindal³

et al. 2013

JCDR

154

141

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Introduction: The purpose of teaching is to facilitate learning and to encourage the learners to learn more effectively. The learning style is an individual's consistent way of perceiving, processing and retaining new information. Educational researchers have shown an increasing interest in the learning styles, the related instructional methods and the andrgogical teaching techniques. This interest is spurred by a desire to help the students to become capable and successful learners. Aim:The aim of this study was to determine the preferred learning styles of medical students as well as their preferences of specific teaching-learning methods.Method: A cross sectional study was conducted on 100 first semester medical students who were enrolled at SMS & R, Sharda University, India. The VARK questionnaire, version 7.1 was used to categorize the learning preferences/modes as visual (V), auditory (A), read and write (R) and kinaesthetic (K). The students were also asked to rank the various teaching methodologies viz. lectures, tutorials, demonstrations and practicals/dissections from the most preferred choice to the least preferred one. Results:The majority (61%) of the students had multimodal VARK preferences. Among them, 41%, 14% and 6% preferred the bimodal, trimodal and the quadrimodal ways of information presentation. 39% of the respondents had one strong (unimodal) learning preference. The most common unimodal preference was kinaesthetic, followed by visual, auditory and read and write. The most preferred teaching methodology was practical/dissection (39%) and tutorial was the least preferred one (12%). Conclusion:One single approach to teaching does not work for every student or even for most of the students. The educators' awareness of the various learning styles of the students and their efforts towards matching the teaching and learning styles may help in creating an effective learning environment for all the students.

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Section: Discussionmentioning

confidence: 99%

The Learning Styles and the Preferred Teaching–Learning Strategies of First Year Medical Students

Kharb

Samanta²,

Jindal³

et al. 2013

JCDR

154

141

View full text Add to dashboard Cite

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“…A study conducted by ChamorroPremuzic, Furnham, and Lewis (2007) found that students high in neuroticism were found to dislike small groups and group discussions, while agreeable and open students had a preference for these types of environments. Student outcomes have also been examined in research on personality-environment fit in distance/online learning formats, demonstrating that different personality profiles are successful in online versus traditional college classrooms (Schniederjans & Kim, 2005;Williamson & Watson, 2007). While these studies provide limited evidence that a relationship exists between personality and classroom environment, a more comprehensive approach is needed.…”

Section: Interaction Between Personality and Classroom Environmentmentioning

confidence: 98%

Student personality, classroom environment, and student outcomes: A person–environment fit analysis

Pawlowska

Westerman

Bergman

et al. 2014

Learning and Individual Differences

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a b s t r a c tThis study examines whether congruence between classroom environment and student personality is associated with increases in student satisfaction and performance. Data were collected from students (n = 1763) at a comprehensive state university and analyzed using mixed-level maximum likelihood polynomial regression analysis and surface response methodology. Results indicate that student personality is a consistent predictor of student satisfaction, classroom environment is a consistent predictor of performance, and the interplay between the two is important in predicting satisfaction and performance. The personality characteristics of agreeableness and conscientiousness and the classroom environment dimension of structure were all positively related to both satisfaction and performance. Congruence between several personality traits and classroom environment elements was found to increase satisfaction, performance, or both. The implications of these results for instruction and research on person-environment fit in higher education are discussed.

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“…Isabel Myers and her mother Katherine Briggs explored learning styles and developed the MBTI in 1962. It was one of the earliest assessment gadgets for describing personality traits (Williamson & Watson, 2007). Four types of learning styles in this model are as follows:…”

Section: Myers-briggs' Modelmentioning

confidence: 99%

An Investigation Into the Relationship Between Iranian EFL High- and Low-Proficient Learners and Their Learning Styles

Derakhshan

Shakki

2018

Sage Open

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It is also hypothesized that proficiency level may have a voice with respect to learning styles. Therefore, to throw light on this issue, the present investigation targeted the relationship between Iranian English as a Foreign Language (EFL) learners' learning styles and their levels of proficiency at Golestan University, Gorgan, Iran. To this end, 120 EFL learners majoring in Teaching English as a Foreign Language (TEFL) and English Literature were randomly selected based on the Rubrics of Common European Framework of Reference (A1-C2) to participate in this study. They were then divided into lowproficient (A2-B1) and high-proficient (B2-C1) learners. The instruments used in this study were an International English Language Testing System (IELTS) Mock exam through which the participants' levels of proficiency were determined and Reid's Perceptual Learning Style Questionnaire to identify learners' perceptual learning style preferences. The questionnaire enclosed 30 statements allocated to each modality based on a five point Likert scale, ranging from strongly agree to strongly disagree. The results of independent samples t-test and Spearman correlation coefficient revealed that there existed some significant relationships between students' learning style preferences and levels of proficiency. It was found that learners with high levels of proficiency favored Kinesthetic and Tactile learning styles more than other preferences, namely, Auditory, Visual, Group, and Individual learning style preferences. In addition, the low-level students were much inclined toward Visual and Group styles. Regarding the necessity of understanding learners' different styles, the implications of the study are discussed to consider the importance of individual differences.

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Learning Styles Research: Understanding how Teaching Should be Impacted by the Way Learners Learn Part III: Understanding how Learners' Personality Styles Impact Learning

Cited by 25 publications

References 18 publications

The Learning Styles and the Preferred Teaching–Learning Strategies of First Year Medical Students

The Learning Styles and the Preferred Teaching–Learning Strategies of First Year Medical Students

Student personality, classroom environment, and student outcomes: A person–environment fit analysis

An Investigation Into the Relationship Between Iranian EFL High- and Low-Proficient Learners and Their Learning Styles

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