Learning Styles Of The Pedagogical Formation Students (original) (raw)
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Procedia-Social and Behavioral …, 2011
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Assessing learning styles of student teachers at federal college of education
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AN INVESTIGATION OF THE LEARNING STYLES OF PROSPECTIVE EDUCATORS
One of the most important aspects of today’s education is the learning styles of students since their success is dependant to the way they learn best. This can be achieved by understanding their individual differences and considering this in their education. When teachers become aware of different learning styles and the way they learn best, their teaching will highly benefit from this. Therefore, the aim of this study is to investigate the learning styles of prospective teachers in different Departments in the Faculty of Education such as Turkish Language Teaching, Guidance and Psychological Counselling, Pre-school Teacher Education, and Computer and Instructional Technology Teacher Education at Eastern Mediterranean University during the AcademicYear 2009-2010 Spring Semester. Prospective teachers have been asked to complete a Learning Styles Inventory. The data was analysed by using SPSS Statistical Program. It is found that there were differences in the learning styles of prospective teachers according to their Departmental choices and students from Departments with similar subjects have similar dominant styles.
Procedia - Social and Behavioral Sciences, 2010
The purpose of this descriptive study carried out according to survey method is to determine the learning styles of the preschool teacher candidates and investigate the effects of gender, attending daytime classes or night-time classes, preferred learning form (in group or individually) and the type of the program graduated on learning style preferences. The present study was carried out among 84 senior pre-service teachers from the department of preschool teacher education at the education faculty of Mu la University in 2009-2010 academic year. The data were collected by using The Kolb Learning Style Inventory. The data were analyzed by calculating the frequencies and percentages, and by using Chi-square for comparison of two variables. The analyses performed revealed that nearly half of the pre-service teachers have converging learning style. The analyses conducted revealed that nearly half of the pre-service teachers have converging style and learning styles do not vary depending on gender, attending daytime classes or night-time classes, and type of the program graduated and type of preferred learning format.
EXAMINING THE LATITUDINAL VARIATION OF PRE-SERVICE TEACHERS' LEARNING STYLE PROFILES
The idea of learning styles being an important factor over the achievement of the students has recently gained popularity. However, the results of both domestic and foreign studies that have investigated the learning styles in terms of various variables are quite different from each other, yielding that there is no consistency in the literature. This descriptive study aims to determine the latitudinal variation of the learning styles of the pre-service teachers and examine the learning style profiles with regard to various variables. The data were collected from 366 undergraduate students who are enrolled at the Faculty of Education in a state university in western region of Black sea. In order to collect data, " Kolb Learning Style Inventory " and " Personal Information Form " have been used. Research data were analysed by using frequency, percentage, crosstabs and Chi-square test. In order to measure the magnitude of the effect that is found by chi-square test, Phi Cramer's V test was applied. The findings revealed that 56.8% of pre-service teachers have dominant learning styles as diverger; 28.1% of them as assimilator; 11.5% of them as accomodator and 3.6% of them as converger. Moreover, it has been found that there is a weak but statistically significant relationship between pre-service teachers' grade levels and learning styles. The study also indicated that the department, gender, parental schooling, field tendencies and daily study time have no significant effects on the learning style preferences of pre-service teachers. This study adds to the literature in that it questions consistency among the previous results of the studies. It may be suggested that new studies may be conducted using more variables to reveal different relationships and different data collection tools such as qualitative ones to shed light on these relationships. Furthermore, the practitioners may take into consideration the learning styles of the students, especially in different grade levels. ÖĞRETMEN ADAYLARININ ÖĞRENME STİLİ PROFİLLERİNİN ENLEMSEL OLARAK İNCELENMESİ ÖZET: Öğretim sürecinde kişisel farklılıkların dikkate alınmasına yönelik olarak özellikle son yıllarda, öğrencilerin öğrenme stillerinin akademik başarılarında önemli bir belirleyici faktör olduğu düşüncesi giderek popüler hale gelmiştir. Yerli ve yabancı literatür incelendiğinde, öğrenme stillerinin çeşitli değişkenler açısından incelenmesi sonucu elde edilen bulgular üzerinde bir birliktelik olmadığı görülmektedir. Bu tarama çalışmasının amacı, öğretmen adaylarının öğrenme stillerinin enlemsel olarak değişimlerini belirlemek ve öğrenme stili profillerini çeşitli değişkenlere göre incelemektir. Çalışma Batı Karadeniz Bölgesi'nde bulunan bir devlet üniversitesinin eğitim fakültesinde öğrenim görmekte olan 366 öğrencinin katılımıyla gerçekleştirilmiştir. Çalışmada veri toplama aracı olarak " Kolb Öğrenme Stilleri Envanteri " ve " Kişisel Bilgi Formu " kullanılmıştır. Araştırma verileri frekans, yüzde, çapraz tablo yardımıyla ve Ki-kare testiyle analiz edilmiştir. Ki-kare testi sonucunda bulunan anlamlı ilişkinin etki kuvvetini ölçmek için Phi Cramer's V testi uygulanmıştır. Çalışma sonucunda öğretmen adaylarının %56.8'inin baskın öğrenme stilinin değiştiren; %28.1'in özümseyen; %11.5'inin yerleştiren ve %3.6'sının ayrıştıran olduğu sonucuna ulaşılmıştır. Ayrıca, öğretmen adaylarının öğrenme stili tercihleri ile sınıf seviyeleri arasında zayıf ama istatistiksel olarak anlamlı ilişki bulunmuştur. Diğer yandan, öğretmen adaylarının öğrenme stillerinin bölüme, cinsiyete, anne ve baba eğitim durumlarına, kendilerini yatkın hissettikleri alan türüne ve günlük ders çalışma sürelerine göre anlamlı farklılık göstermediği sonucuna ulaşılmıştır. Bu çalışmanın sonuçları, geçmişte yapılan çalışmaların tutarlılıklarını sorgulamak suretiyle literatüre katkıda bulunmaktadır. Farklı ilişkilerin ortaya konulması amacıyla daha fazla değişkenle ve bu ilişkilere açıklık getirilmesi adına da nitel veri toplama araçlarıyla yeni çalışmaların yapılması önerilebilir. Bunun ötesinde, eğitimciler öğretim sürecinde, özellikle farklı sınıf düzeylerindeki öğrencilerin farklı öğrenme stillerini dikkate alabilirler. Anahtar Kelimeler: Öğrenme, öğrenme stilleri, öğretmen adayları, sınıf düzeyi
Kaplag, 2012
Driven by the desire to heed the most common complaints of teachers about the apathy of their students towards learning the subject or the students towards the incompetence of some teachers in imparting the lesson, this study surveyed 17 faculty members and 67 senior students under the College of Teacher Education on March-July 2012.The hypothesis was tested correlating the relationship between the faculty teaching styles and students' learning styles. The study made use of a descriptive survey method with questionnaire adapted from Grasha-Riechmann (1996) and Harvey F. Silver, et al. (2000) coupled with informal interviews to students and teachers. The contingency test result was highly significant; hence, the statement of null hypothesis is rejected which means that the teaching styles matched with the learning styles. In other words, if a student prefers such teaching style, the other students do the same. This further implies that the faculty members are able to get the learning needs of their students since the survey revealed that most students were sensing-thinking learners, while teachers were mostly expert teachers. This supports theories on the necessity of matching the teaching styles and learning styles to effect learning in the classroom as the ultimate goal in effective teaching.
Questionnaire to measure Learning Styles (CEA-R2022) in university teachers
International Journal of Human Sciences Research, 2023
Learning needs are still in vogue, access to technology, digital communication with everything and the fourth industrial revolution, have not been enough to meet the expectations of teachers. The objective of this research was the construction of a valid and reliable measurement questionnaire for the Panamanian population on learning styles. The instrument is made up of 78 items with an Alpha value = 0.986 and a total explained variance of 63.11% achieved with factor analysis to obtain construct validity. This scale is made up of four factors: divergent, assimilative, convergent and accommodating. For each one of them, the internal reliability was obtained, which oscillates between 0.93 and 0.97, according to the results of the Cronbach's Alpha statistic. The construction process included the analysis of Kolb's proposal, the application of a previous version to a university sample of 380 Panamanian students from 12 different degrees, later it was transformed to be administered to 32 university professors, whose data allowed obtaining the index of discrimination of each item, as well as the psychometric properties of validity and reliability, and, finally, 120 university professors who belong to a public institution of higher education in Panama. The type of selection was intentional non-probabilistic. The findings represent innovation because the questionnaire is designed by and for Panamanian university professors.
Learning Styles and the Related Variables: A Study of Pre-service Teachers
Asia Pacific Journal of Multidisciplinary Research, 2014
Learning style means to the capability of learners to identify and process information in learning situations. The knowledge of learning styles helps to the teacher to make their lessons or teaching pattern according to learning style of an individual.. There are various types of learning styles. This study was carried out to find the learning styles of pre-service teachers in terms of gender, academic discipline, and their habitat. Kolb's Inventory of Learning Styles was used. The study found that learning style of pre-service teachers was statistically significantly different in respect of their gender, academic discipline and habitat. It was also establish that the majority of pre-service teachers preferred divergent learning style (42.2%) followed by the assimilator learning style (30.5%) and that they least preferred the accommodative (12.6%) and convergent (14.7%) learning styles.
The aim of the present study is to investigate the learningstyles of social sciences education teacher candidates with respect to their genders and types of academic program. The study is a descriptive research conducted in the spring term of the academic year 2012-2013. The sample of the study consists of a total of 413 undergraduate students who studied at the Social Sciences Education Department of the Ahmet Kelesoglu Faculty of Education at Necmettin Erbakan University. Pask’s Learning Style Inventory was used in order to determine the learning styles of the students included in the sample. The analysis of the data obtained in the study was carried out by using the t-test statistical analysis. The results show that the gender of the socialsciences education teacher candidates was not an effective factor in determining their learning styles (p> 0.05), whereas the type of their academic programs was an effective factor in their learning style preferences (p< 0.05). Keywords:learning style, teacher candidates, social sciences education, Learning Style Inventory