The effect of matching learning styles with teaching styles on success

Dinçol, Sinem; Temel, Senar; Oskay, Özge Özyalçın; Erdoğan, Ümit Işık; Yılmaz, Ayhan

doi:10.1016/j.sbspro.2011.03.198

Cited by 27 publications

(24 citation statements)

References 2 publications

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“…[18,19]. Dinçol, Temel, Oskay, Erdoğan and Yılmaz [20], are of the opinion that matching pre-service teachers' criticizing styles with their instructors' learning styles and matching instructors' teaching styles with pre-service teachers' learning styles will positively affect pre-service teachers' achievement; however, it was found that such matching did not affect achievement. Demirbaş and Demirkan [21] found that individuals with different learning characters are more creative and emotional.…”

Section: Resultsmentioning

confidence: 99%

Investigation of the Learning Styles of Pre-Service Sports Teachers Enrolled at a Pedagogical Formation Program

Deniz¹,

Can²

2018

IJERE

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<span lang="EN-US">The purpose of the current study is to investigate the learning styles of the students from the Faculty of Sports Sciences. These students are enrolled at the pedagogical formation program and attending different departments of the Faculty of Physical Education and Sports. The study is a descriptive study employing the general survey model. As the data collection tool, “Vermunt Learning Styles Scales (VLSS)” was used. The study group of the current research is comprised of Sports Sciences Faculty students enrolled at the pedagogical formation program at the Education Faculty of Muğla Sıtkı Koçman University in 2016-2017 academic year. The findings of the study revealed that while the re-service sports sciences teachers’ study activities (information processing and organization) and study motives (mental model of learning and learning orientation) do not vary significantly depending on gender, age, branch, the state of having a coaching license or not and the state of working in a job or not, they vary significantly depending on department (coaching, sports management, recreation, physical education and sports teaching) and general academic achievement</span>

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Section: Resultsmentioning

confidence: 99%

Investigation of the Learning Styles of Pre-Service Sports Teachers Enrolled at a Pedagogical Formation Program

Deniz¹,

Can²

2018

IJERE

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“…There is conflicting evidence in the literature regarding the efficacy of changes in teaching style to accommodate for different learning styles. Dinçol, Temel, Oskay, Erdoğan, and Yilmaz [18] considered the effect of matching learning and teaching styles, and concluded that it has no significant influence on student success. On the other hand, Iurea, Neacşu, Safta, and Suditu [19] hold that if a teacher adapts his/her teaching style to the students' learning styles, academic performance will rise.…”

Section: Discussionmentioning

confidence: 99%

Comparing learning styles questionnaires

Dziedzic

Oliveira

Janissek

et al. 2013

2013 IEEE Frontiers in Education Conference (FIE)

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The study reported herein considered three questionnaires available for assessing learning styles, viz., Kolb, Honey-Alonso, and Felder-Soloman. The questionnaires were implemented in a spreadsheet with automated results, and distributed to subjects of both genders, and varying age, and academic background. The aim of the work was to determine which questionnaire, if any, would be preferred by respondents. The respondents were asked to answer all three questionnaires, examine the results and indicate their satisfaction by grading each result, using a scale between 0 and 10. While the results given by each questionnaire do not allow a complete comparison, partial agreement was possible to identify. Answers provided by 52 respondents have been processed, which show that, while there is no statistically significant difference among the preference of respondents regarding the three options, a slight preference for the Felder-Soloman questionnaire is discernible.

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“…2. Research focused on the implications of teaching or learning styles on the students' academic performance (Adeyemi, 2010;Díaz-Serrano & Miralles, 2016;Egel, 2009;Gallego & Nevot, 2008;Sotillo Delgado, 2012), but also on group-classroom (Valencia & López, 2012); other inquiries in this topic deals with the effect that accommodation of teaching styles or methodologies to the learning style may have on the students' performance in educational processes (Dinçol, Temel, Oskay, Erdogan & Yilmaz, 2011;Rogowsky, Calhoun & Tallal, 2015;Tulbure, 2011). 3.…”

Section: Introductionmentioning

confidence: 99%