ÖĞRENME STİLLERİ ANKETİNİN GEÇERLİK ve GÜVENİRLİK ÇALIŞMASI NEDİR (original) (raw)
Related papers
An Investigation of Learning Style Preferences on the Students’ Academic Achievements of English
International Journal of English Linguistics, 2017
This study aims to investigate whether there are any statistically significant correlation between perceptual learning styles and achievement. Raising learners’ awareness regarding their learning styles and preferences, which develops the better understanding of the learning achievement, and help instructors become more conscious of some factors affecting academic achievement. Additionally, the study assists instructors to identify their student’s preferred learning styles that can affect their achievement. Furthermore, no study up to now has been conducted in Jordan which investigates the relationship between the learning styles on the achievement of EFL at the tertiary level. The data was collected through the learning style preferences questionnaire and it was analyzed using statistical techniques, Descriptive statistics showed that: 1). The most preferred learning styles followed the auditory style, group learning style, kinesthetic style and visual style. 2). The finding also r...
2018
The Index of Learning Styles (ILS) is a questionnaire (in English) used to measure preferences of learners on the four dimensions of the Felder-Silverman Learning Style Model (LSM): Active-Reflective, Sensory-Intuitive, Visual-Verbal, and Sequential-Global. To make it suitable for Turkish learners and researchers, we provided a definitive translation of the ILS into Turkish, which we refer to as the Turkish Index of Learning Styles, (T)ILS. To verify the translation, multiple forward and back translation techniques were used and four translators employed. The reliability and validity of the (T)ILS were also checked by conducting two different test administrations to 63 undergraduate students in Turkey. The (T)ILS has the highest Cronbach’s alpha and test-retest reliability values among other studies that have tested its validity and reliability. Besides, no significant differences were found between mean scores of the two test administrations. Furthermore, the factor structure gave ...
The purpose of this study is to determine the effect of some personal characteristics such as age, gender, type of high school graduated and the departments of the students on their learning styles. Learning Style Inventory (LSI) developed by Kolb in 1981 and amended in 1985 and translated into Turkish by Aşkar and Akkoyunlu in 1993 was conducted on 777 students enrolled in English preparatory courses at beginner, pre-intermediate and intermediate levels at the School of Foreign Languages, Department of Basic English at Hacettepe University. T-test, Kruskal-Wallis Test, oneway variance analysis and the least significant difference method (LSD) were used to analyze the data. The findings indicated that the majority of the students preferred Assimilator and Converger learning styles. The results showed that, the students' learning styles did not differ according to their gender, age and their departments at the university. However it was also found out that the students who graduated from Science High Schools preferred Converger learning style whereas the other students who graduated from different high schools preferred Assimilator learning style.
The Correlation Study of Students’ Learning Styles and English Achievement
ACITYA Journal of Teaching & Education, 2019
This research aimed to find out the students learning styles, the English achievement, and the correlation between students’ learning styles and English achievement of the second-semester students of University of Muhammadiyah Kalimantan Timur. The design of this study was quantitative research with a correlation design. The sample of the study was 56 students. The instruments of the study were the questionnaire of students’ learning styles and English achievement test. In order to make data become linear one, the researcher converted those data into Z-score and then correlated the converted data using correlate bivariate. The result of the study showed that the mean score of students’ learning styles was 50, that means fair. There were 21 students (38%) preferred visual learning styles, 15 (27%) of students preferred reading learning styles, 13 (23%) students preferred kinesthetic learning styles, 4 (7%) students preferred auditory learning styles and 3 (5%) preferred used two lear...
Relationships between Students' Learning Style and Their Academic Achievement for English Courses
International Conference Paper (ICLICE 2018), 2018
This study aims at indicating learning styles of EFL students who study in Foreign Language Program, majoring English for Service Sectors, as well as to investigate the relationships between the students' learning styles and their academic achievement for English courses. The questionnaire developed by Reid (1987) was distributed to indicate the students' perceptual learning style preferences. The grades which the students received from previous English courses were also used as the dependent variable to reveal the relationships with their learning styles. Hopefully, the results obtained from the study could show how the students' learning styles can be used as a predictor of their academic achievement for English courses. Besides, the explanation of learning style preferences could be used as the guideline for providing an authentic input, such as language tasks, to enhance students' language learning in different courses.
Students’ Learning Style Preferences of English at Universitas Pamulang
TELL-US JOURNAL, 2016
To have insight of the students learning style is vital since it can facilitate teacher to teach and decide what methods as well as activities are appropriate for the students, for instance, in learning English. For the students in the future, it is hoped that they can recognize their own learning style preferences in order to be able to learn successfuly, because the students themselves may have no ideas of learning styles they prefer. They just imitate what their friends do, and the teacher does not understand what the students are like and what they prefer in learning. As the consequence, it will not result in any good effect for the improvement for their successful teaching and learning. Hence, both teacher and students, particularly the teachers need to know the students’ characteristics and their learning style preferances. This study adapted the Style Analysis Survey (SAS) model proposed by Oxford (1995) concerning the the student learning style preferences. The samples of t...
2016
This study aims to determine the learning styles of English Preparatory School students, and examine the relationship of their proficiency scores with their learning styles and gender. A sample of 263 preparatory school students participated in the study, and their learning styles were determined by using Kolb’s Learning Style Inventory (LSI). The most prevailing learning styles were diverging and accommodating. However, any statistical significance could not be found in the relationship of proficiency with their learning styles and gender. What is advised is to employ adequate strategies to involve all learners in teaching and learning processes. INGILIZCE HAZIRLIK OKULU OĞRENCILERININ OĞRENME STILLERI VE BAŞARI PUANLARININ OĞRENME STILLERI VE CINSIYETLERIYLE ILIŞKISI Bu calisma Ingilizce Hazirlik Okulu ogrencilerinin ogrenme stillerini tespit etmek ve basari puanlarininin ogrenme stilleri ve cinsiyetleriyle arasindaki iliskiyi arastirmaktir. Calismaya 263 hazirlik okulu ogrencisi...
The construct validity of one learning styles instrument
System, 2001
Learning style research has become ubiquitous in second/foreign language teaching and research. While such an approach has a great deal of intuitive appeal, difficulties arise when researchers attempt to conceptualize actual learning styles and relate these to factors other than individual preferences. These difficulties are further compounded when working with second/foreign language learners and the inherent issues of learner proficiency and target language comprehensibility. The present study examines the reliability and validity of Reid's (1984) Perceptual Learning Style Preference Questionnaire (PLSPQ), an instrument used to assess the learning style of English as a Second Language (ESL) students. Exploratory factor analysis was used to explore the dimensionality of the PLSPQ. Results showed that specific survey items did not necessarily group into factors conceptually compatible with Reid's learning style model. Subsequently, an alternative learning style factor structure was explored. #
2019
Learning style is one of the significant elements in learning process that helps students achieve her/his learning goals. Nevertheless, students should be aware of their own style in learning which make them maximally enhance learning. Therefore, in this research, the researcher wanted to find out students’ awareness of learning styles and their perception of their learning style. A quantitative descriptive research was used in this study. Then, the data was collected through online questionnaire allocated for 100 students of fifth semester of English Language Education Department by using random sampling technique. The finding of the research showed, students have had moderate to high awareness of their learning styles. It can be range of 60% - 90% of awareness in learning style. It proved most of students’ apply more than one learning style to facilitate them in learning process Moreover, based on students’ perception, the learning style that they adopted helped them in achieving ...
The Correlation Between Learning Styles and English Learning Achievement
English Language Teaching, 2018
English teacher has done many efforts to enhance students’ learning achievement, but in fact most of students still had difficulties in learning English. It is proofed from their scores in English subject. In relation to the problem above, the researchers is intended to find out whether there is correlation between students’ learning style and English learning achievement at seventh grade students of State Junior High School 5 Tapung. The instruments used in this research were questionnaire for students’ learning style and documentation for English learning achievement. The total population was 51 students. By using Chi Square formula through SPSS 22.00 in analyzing the data, the researchers found that the value of Sig. (2-sided) was 0.013, and the data was significant at the level of 5%. In other words, Sig. (2-sided) value is lower than 0.05 (Ho is rejected and Ha is accepted). It means that there is correlation between learning style and English learning achievement at seventh gr...