The Relationship between Learning Styles and Students’ Identity Styles

Alavi, Seyed Ali; Toozandehjani, Hassan

doi:10.4236/ojpsych.2017.72009

Cited by 13 publications

(15 citation statements)

References 9 publications

(11 reference statements)

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“…Also, according to the time to think before acting and to assimilate before commenting or demonstrating the concepts to appreciate their personality. These finding supports Alavi and Toozandehjani [24], that most people have a preference to identifiable method of interacting with, taking in, and processing information. Besides, the study agrees with the findings of Kaushik [25] in his study that attempts to bridge David Kolb's theory of Learning Styles with Gardner's Theory of Multiple Intelligences to overcome criticisms to both that different learner have a preferred way of thinking, processing, and understanding information.…”

Section: Preferred By Way Of Processing Information In Learningsupporting

confidence: 80%

“…The findings of this study demonstrates and supports Wouter and Katrien [29] that assessment of concept learning styles needed a more appropriate articulation of the discourse to help reduce misunderstandings in the preference of learning styles. Past research work held that the assumption that people can be clustered in different groups is not supported by empirical evidence [24,29]. The clustering contributed to the misunderstandings.…”

Section: Resultsmentioning

confidence: 99%

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Preferred Learning Styles of Secondary Schools Students in Nairobi County, Kenya

Kaitho¹

2019

JAEP

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The purpose of this study was to determine the different preferred learning styles of secondary school students in Nairobi County. The study was based on Felder Learning Style Theory and Keirsey personality learning styles theory. A purposive sample of 1,317 Form Two Students in private and public schools, 659 students were randomly selected for the study. The reliability of the treatment questionnaire in the pilot study was estimated using Pearson's Correlation method and yielded a reliability coefficient of .723 which was high enough to judge the instrument as reliable. The collected data was analysed with the aid of the Statistical Package for Social Sciences (SPSS) version 22. Data were described and summarized using percentages, and means. Univariate Analysis of Variance (ANOVA) of students' preferred learning styles showed significant differences in preference to visual and verbal learning styles in receiving of information F (1,653) = 6.42, p = .012; in intuition and sensing learning styles in perception of information F (1,653) = 9.77, p = .011; in preference to visual and verbal categories of learning styles in receiving of information F (1,653) = 6.42, p = .012; and in preference to sequential and global learning styles in order of progressing the processing of information F (1,653) = 6.10, p = .014. The study recommends that the ministry of education science and technology ensure facilitation is done to enable teachers to detect the learning styles to use in a different setting.

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Section: Preferred By Way Of Processing Information In Learningsupporting

confidence: 80%

Section: Resultsmentioning

confidence: 99%

Preferred Learning Styles of Secondary Schools Students in Nairobi County, Kenya

Kaitho¹

2019

JAEP

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“…Knowledge of the various learning style preferences of students admitted in Science Education programme will eventually lead to more effective learning experiences. Alavi and Toozandehjani (2017) revealed that learning styles of students can enhance their learning. In the same vein, Barman et al (2014) study on learning style and academic performance of students conclude that students' knowledge of their learning style can improve their academic performance.…”

Section: Author(s) Agree That This Article Remain Permanently Open Acmentioning

confidence: 99%

The influence of learning styles on academic performance among science education undergraduates at the University of Calabar

Nja¹,

Umali²,

Asuquo³

et al. 2019

Educ. Res. Rev.

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This research work investigated the influence of learning styles on academic performance among Science Education undergraduates of the University of Calabar, Nigeria. The learning model used for this study comprised, visual, auditory, kindergarten, global analytical impulsive, reflective, individual and group models. Expo facto design was used for the study. The target population included all Science Education students in the University of Calabar. Two instruments were used for the study, Learning Styles Questionnaire (LSQ) and 2017/2018 second semester examination raw scores of Introduction to Science Education Result (ISER). The Cronbach's Alpha reliability coefficient was used for LSQ and the reliability coefficient was calculated, ranging from 0.62 to 0.82. Proportionate stratified and random sampling techniques were employed to get the sample. A total of two-hundred Science Education undergraduate students were chosen at random from the population. Findings showed that students have different learning styles preference. Data analysed revealed that there was a significant difference in student's choice of learning styles. There was a positive correlation between learning styles and academic performance of students. It was therefore recommended that teachers vary in their teaching methods and strategies to pave way for students to use different learning styles.

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“…Just as the learners learn in different ways, so also teachers teach in different ways. In fact, Alavi and Toozandehjani (2017) concluded that having a background of the learning styles of students can enhance their learning and at the same time help students strengthen self-actualization. Teevan, Michael and Schlesselman (2011) also emphasize that knowledge of the learning styles can help facilitate teachers to employ suitable teaching strategies and methods to nurture students' academic performance.…”

Section: Introductionmentioning

confidence: 99%

Instructional Strategies and Learning Styles as Predictors of High School students’ Academic Performance in Physics Practicals in Kenya

Wesonga

Aurah

2019

International Conference on Future of Education

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The desire of every teacher and every educator is to improve academic performance in schools and colleges. Meaningful teaching and learning requires flexibility, creativity and responsibility in order to provide a conducive learning environment able to respond to the learner's individual needs. A host of research has been conducted to investigate various factors that influence academic performance. Among such factors is the preferred learning styles of learners. A quasiexperimental pre-test post-test non-equivalent control group design was conducted to investigate how three learning styles (visual, auditory and kinaesthetic) and three teachers' instructional strategies (guided-inquiry, cooperative learning and direct instruction) predict academic performance (achievement test scores and acquisition of science process skills) in Physics practical work while controlling for gender. A sample of five hundred and nineteen (519) form three physics students were selected through multistage sampling procedures (purposive sampling, proportionate stratified random sampling and simple random sampling). Physics Achievement Tests 1 and 2 (PAT1 & PAT2), Learning Style Questionnaire and Physics Process Skills Checklist (PPSC).Teachers' Instructional Guides on Guided-Inquiry (TIGITS), Cooperative (TIGCTS) and Direct Instructional Strategy (TIGDITS) were used to collect quantitative data.. Validity and reliability of the instruments were assessed. Data were analysed using multiple Linear Regression test. Results indicated that while Teachers' Instructional Strategies contributed significantly to the model (B= 3.266, p<.05), Students' learning Styles did not (B= .717, p=.412). These findings have implications to educators, teachers, learners, and ministry of education stakeholders. Recommendations are provided.

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The Relationship between Learning Styles and Students’ Identity Styles

Cited by 13 publications

References 9 publications

Preferred Learning Styles of Secondary Schools Students in Nairobi County, Kenya

Preferred Learning Styles of Secondary Schools Students in Nairobi County, Kenya

The influence of learning styles on academic performance among science education undergraduates at the University of Calabar

Instructional Strategies and Learning Styles as Predictors of High School students’ Academic Performance in Physics Practicals in Kenya

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