Learning Styles: What We Know and What We Need

Dunn, Rita; Honigsfeld, Andrea

doi:10.1080/00131725.2013.765328

Cited by 13 publications

(10 citation statements)

References 12 publications

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“…The increased research on the effect of individual differences on learning has brought into prominence the learning styles of individuals. According to Dunn and Honigsfeld (2013), a key to effective teaching lies in theories and studies on learning styles. This is because everybody has different learning styles with different strengths and weaknesses (Kolb, 1981), and such learning styles play a big role in the learning process.…”

Section: Learning Stylesmentioning

confidence: 99%

“…Thus, it is very important that the Social Studies course is meaningful and successful. To improve achievement, the most important thing to do is to focus on improving the achievement of all students included in the education system (Dunn & Honigsfeld, 2013). In order to increase the academic achievement of all students, the factors affecting attainment should be clearly identified.…”

Section: Learning Styles Learning Strategies Attitudes and Achievementmentioning

confidence: 99%

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A Model for Explaining Student Achievement in Social Studies Course / Model za interpretaciju postignuća učenika u predmetu Društvene znanosti

Çalışkan

Uzunkol

2018

Croatian Journal of Education

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This study is aimed at showing how learning styles and strategies of elementary and middle school students taking a Social Studies course are explained, along with their attitudes towards the course, and their achievement during the course. The study group consisted of 320 students (172 female and 148 male) attending elementary and middle schools in Turkey. "The Learning Styles Scale", "The Learning Strategies Scale" and "The Attitude Scale for the Social Studies Course" were used for data collection, while "report card grades" were used for determining the achievement level in the Social Studies course. Within the framework of variables, a basic model was tested by means of path analysis included in the structural equation modeling. It was concluded that the variables learning styles, learning strategies, and attitudes towards the course collectively explained positively the achievement of students in the course.

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Section: Learning Stylesmentioning

confidence: 99%

Section: Learning Styles Learning Strategies Attitudes and Achievementmentioning

confidence: 99%

A Model for Explaining Student Achievement in Social Studies Course / Model za interpretaciju postignuća učenika u predmetu Društvene znanosti

Çalışkan

Uzunkol

2018

Croatian Journal of Education

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“…The roles include artist, timekeeper, researcher, spokesperson, and model. Students read a brief description of each role and select the one that best matches their perceived strengths such as auditory, visual, kinesthetic, or verbal (Dunn & Honigsfeld, 2013). The instructor encourages students to read the assigned chapter covering assessment of the thorax and lungs prior to class time.…”

mentioning

confidence: 99%

“…This flipped lesson encourages students to actively engage in learning on a deeper level than a more traditional lecture might. Students particularly like choosing a team role that matches their strengths and accommodating students' learning style preferences has also been shown to benefit their academic achievement (Dunn & Honigsfeld, 2013).…”

mentioning

confidence: 99%

Nursing Students Choose Their Own Role in a Flipped Classroom Approach

Boruff¹

2018

J Nurs Educ

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“…On the other hand, among learning theories, those of Kolb (1984) and Keen and Mahanty (2006) place emphasis on individual learning (Armitage, Marschke, & Plummer, 2008). To increase academic success, teachers who implement alternative learning methods have discovered that some of their students are more successful both individually and in comparison with their peers (Dunn & Honigsfeld, 2013).…”

Section: Introductionmentioning

confidence: 99%

Adaptation of the Relationship and Motivation Scale to the Turkish Culture

Dibek¹,

Yavuz²,

Tavşancil³

et al. 2017

JEL

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The purpose of the present study was twofold: first to adapt the Relationship and Motivation (REMO) scale addressing role of peers and teachers in students' motivations into Turkish culture, and second to determine whether there were any differences between girls and boys regarding the scores obtained from this scale. To achieve these aims, the present research was designed to be comprised of three consecutive studies. In Study 1, linguistic equivalence was established, and results of an Explanatory Factor Analysis (EFA) performed on data obtained from 202 students showed that structure of the original scale was supported. In Study 2, a Confirmatory Factor Analysis (CFA) was conducted using data obtained from 496 Turkish students, and the results confirmed the results of EFA. Additionally, the validity evidence was obtained by conducting another EFA with 528 students. Moreover, reliability coefficients were also found to be varying in an acceptable range. Including the same participants of Study 2 in Study 3, t-test results showed that girls had significantly higher mean scores on the subscales of peers and teachers as positive motivators, and teachers as negative motivators. On the other hand, boys had significantly higher mean scores on the scale of peers as negative motivators. Results of these studies suggest that Turkish version of REMO is conceptually equivalent to original REMO, and similarly reliable and valid. Therefore, the adapted scale can not only be used in cross-cultural comparison and but also for determining the differentiation in the relations of students with their peers and teachers.

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Learning Styles: What We Know and What We Need

Cited by 13 publications

References 12 publications

A Model for Explaining Student Achievement in Social Studies Course / Model za interpretaciju postignuća učenika u predmetu Društvene znanosti

A Model for Explaining Student Achievement in Social Studies Course / Model za interpretaciju postignuća učenika u predmetu Društvene znanosti

Nursing Students Choose Their Own Role in a Flipped Classroom Approach

Adaptation of the Relationship and Motivation Scale to the Turkish Culture

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