EVALUATION OF THE SCHOOL OF PHYSICAL EDUCATION AND SPORTS STUDENTS' LEARNING STYLES ACCORDING TO THE GREGORC LEARNING STYLE (original) (raw)

Analysing of the Learning Style of Medical Students and Physical Education Students

Knowledge of learning style can enhance the ability of teachers to build on student experiences and construct new learning opportunities. It is about how a person learns than what a person learn. This study examines the learning styles preferences in medical and physical education university students and the differences in their learning according to Learning Styles Kolb Questionnaire. This questionnaire is design to find out the preferred learning style and differs from other tests of learning style and personality used in education by being based on a comprehensive theory of learning and development. The group consist in 222 students. Six variables were assesses: four primary scores that measure an individual's relative emphasis on the four learning orientations: Concrete Experience (CE), Reflective Observation (RO), Abstract Conceptualization (AC), and Active Experimentation (AE), and two combination scores that measure an individual's preference for abstractness over concreteness (AC-CE) and action over reflection (AE-RO). According to the results of the study after applied One Way Anova and Bonferoni with SPSS package program it was seen that are not significant differences between groups for three learning orientation. Only for Abstract Conceptualization (AC) were founded differences between groups. With the results, we bring out the inventory of students learning stylea and performance.

A Study on the Preferred Learning Styles of Students

According to the school of learning styles, each and every individual is a unique learner. So there is a need to know the preferred learning styles of students. This study aims on three learning styles of students, auditory, visual and kinesthetic. The methodology employed for the study was survey method. To attain the objectives of the study O'Brien's (1985) Learning channel preference questionnaire was administered to 200 ninth standard school students in Chennai. The present study is an attempt to find out the relationship between preferred learning style of students to certain demographic variables like medium of instruction, gender, types of institution and father's educational qualification. To find the learning style preferences in relation to sex, medium of instruction, father's educational qualification and type of institution t-test and F-test was employed. The findings show that the most preferred learning style of students is visual and kinesthetic learning style

Examination of Studying Approaches of Students at School of Physical Education and Sports in Terms of Different Variables

This study aims to examine studying approaches of the students of physical education and school of physical and sports according to various variables. The data of the study conducted in the general scanning model has been collected from 478 students in 2016-2017 teaching year. Studying Approaches Scale has been used to collect data. Besides complementary statistics, t test, multdimensional variance analysis (MANOVA) and Pearson correlation coefficient has been used while analysing the data. It's seen that studying approaches of these students continue on indecision level. Additionaly, it's seen that they don't show significant differences in terms of gender, grade, department according to the data collected with the scale. There hasn't been found a notable link with studying approaches and success either.

A Comparative Research on Learning Styles and the Success of Students

The goals of this study were to compare the learning styles of students registered in two primary schools in Bolu and Mardin and determine the relationship between their learning styles and successes. In determining the learning styles of the students, a questionnaire developed by Grasha was administered to students attending to primary schools in Bolu (n =157) and Mardin (n =83). Students’ academic performances on Mathematics, Science, Social Studies, and Literature were assessed through their transcripts from the first semester of 2000-2003 academic year. Results showed that there was no significant (p < .01) difference between students’ learning styles in two primary schools. Pearson moment correlation analyses showed that there was a significant correlation (r = .20, n = 240, p < .01) between learning styles and academic success. Findings and recommendations are discussed.

A correlational study on the factors affecting learning style

This study entitled as “a correlational study on the factor affecting the learning style of the grade ten students” this study was conducted in the Sisters of Mary School – Boystown, Inc. Tungkop, Minglanilla, Cebu. The respondents of this study is the grade ten students of the said school in the school year 2018-2019, in the identifying the sample size of the study the researchers used stratified random sampling. Out 329 grade ten students, 210 was the sample size. In gathering the data the researchers used two structured questionnaires; the factors affecting the learning behavior questionnaires and the perceptual learning style preference questionnaires. The researchers found out that there is a significant relationship between the learning style of the grade ten students and the factors that affects them. Generally, the learning style preferences of the students are on the major level, above all the factors that affects the learning style of the grade ten students the teachers has the greater impact. The teachers must give more emphasis to the activities that would help the students to acquire better learning style for their studies.

A Study on Learning Styles of Secondary School Student's According to Gender and Class Level

Procedia - Social and Behavioral Sciences, 2012

The purpose of this study is to determine the effect of some personal characteristics such as age, gender of the secondary school students on their learning styles. The learning styles inventory that was developed by Grasha (1994) was applied to the participants. The learning styles inventory involved 6 sub-scales as independent, collaborative, competitive, avoidant, participant and dependent. learning styles preference was compared with gender, class level by using Chi-square Test. According to the results of the study; it was found that 48,2% of the secondary school students participating in the study have competitive, 29,2% of them have collaborative, 10,9% independent, 4,5% avoidant, 4,5% participant and 2,7% dependent learning styles. There was a significant the 2012 Published by Elsevier Ltd.

Learning Style Preferences of Iranian EFL High School Students

The current study examined the learning style preferences of 75 Iranian students at Marefat high school in Kuala Lumpur of which, 41 are females and 34 are males. As there are very few researches in which the learning style preferences of Iranian high school students investigated, this study attempts to fulfil this gap. To this end, in order to identify the students' preferred learning styles (Visual, Auditory, Kinesthetic, Tactile, Group, and Individual) Reid's Perceptual Learning Style Preferences Questionnaire was used. Results indicated that the six learning style preferences considered in the questionnaire were positively preferred. Overall, kinesthetic and tactile learning were major learning styles. Auditory, group, visual, and individual were minor.

Teaching styles of the teachers and learning styles of the students

Journal of Physics: Conference Series

Each teacher has specific teaching styles and varied students’ learning styles that may influence students’ academic performance. The purpose of this study is to identify the teaching styles of the teachers and learning styles of the students. In this descriptive correlational research study, it included the entire 15 teachers and 188 students used simple random sampling. The SAILS and VARK questionnaires were used to determine the teaching and learning style respectively through online. A frequency, percentage, chi-square and Mann-Whitney analysis with SPSS version 20 was utilized in this study. Most of the teachers preferred the Single-Modal teaching style with Kinesthetic (K) preference, while the students preferred All-Modal (VARK) style. There is significant difference between teachers’ teaching styles and learning styles of the students. The researcher concluded that because of the mismatched/not aligned of the teaching styles to the learning styles, the teachers must prepare ...

Differences and Relationships in the Learning Styles of Students

College of Business, JBLFMU-Molo Multidisciplinary Journal, 2017

Various perspectives on learning styles of students are available based on the results of different investigations. On one hand, the Barsch Learning Style Inventory (BLSI) that consists of 24 statements identifies three learning preferences, namely: visual, auditory, and kinesthetic. On the other hand, the Grasha-Reichmann Student Learning Styles Scale (GRSLSS) that consists of 60 statements determines six learning dimensions, namely: competitive, collaborative, avoidant, participant, dependent, and independent. This study aimed to determine the differences and relationships in the learning styles of students using the BLSI and GRSLSS. Specifically, this study aimed to answer the following questions: 1) what is the reliability of the inventories as used in this study?, 2) is there a significant difference among the learning preferences of students based on the BLSI?, 3) is there a significant difference among the learning dimensions of students based on the GRSLSS?, and 4) are there significant relationships between one learning style to every other learning style described in the BLSI and GRSLSS? A sample of 192 students taken from the Bachelor of Science in Cruise Management at John B. Lacson Foundation Maritime University-Molo, Inc. enrolled during the first semester of academic year 2013-2014 was considered in this study. Non-proportionate stratified random sampling method, stratified according to year level, was employed in this investigation. A significant difference was found in the learning preferences of the students based on the BLSI. The differences were found between kinesthetic and visual, and between kinesthetic and auditory. Results revealed that the students are both visual and auditory learners. Based on the GRSLSS, significant difference was also found in the learning style dimensions of the students. The differences were found between avoidant and every other dimensions, and between competitive and every other dimensions. Results revealed that the students are more of independent, collaborative, dependent, and participant than avoidant and competitive. Direct relationships exist between one learning style to every other learning style described in the BLSI. Also, direct relationships exist between one learning style to every other learning style described in the GRSLSS. Furthermore, direct relationships exist between kinesthetic and collaborative, and between kinesthetic and participant. Results seemed to suggest that the level of one’s being kinesthetic may describe his or her level of being collaborative and participant.

Relationships between Learning Style Preferences and Academic Performance of Students

2013

The study explored on the student’s preferred styles of learning and their academic achievements. The specific objectives of the study were to: describe the learning style preferences of the students; to find out whether learning style preferences of the students differ with age, gender and academic program; and determine the relationship between the learning style preferences and the students’ academic performance. The participants of the study consisted of all the freshman students who were accepted during the first trimester of the academic year 2012-2013. The Index of Learning Styles (ILS) questionnaire was utilized to carry out the rationale of the study. Permission to use the questionnaire was granted free of charge via internet. The results demonstrated that generally the students are fairly well balanced in all four dimensions presented in the ILS questionnaire. Results showed that there was no significant effect of gender, age and academic program on the learning style pref...