The Investigation of the Learning Styles of University Students (original) (raw)
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The aim of the present research was twofold. First aim was to identify the perceptual learning styles of the university students and secondly to identify the perceptual learning style preferences of the students on the basis of gender and academic achievements. Data were collected from 330 students of the University of Agriculture, Faisalabad by using stratified sampling technique. The study found that tactile (41.57) learning style is the most preferred learning style followed by the auditory (40.98) learning style. Both group (37.56) and individual (37.56) learning styles are identified as third most preferred learning styles. On the basis of gender, a significant difference was found in visual (0.043), group (0.027) and kinesthetic (0.019) learning style. With regard to CGPA of the students, a significant difference was found in visual (0.035), auditory (0.04), kinesthetic (0.029) and group (0.023) learning styles. Amalgamation of different perceptual learning styles such as tactile, visual and auditory may be more helpful for students to learn effectively and for teachers to teach efficiently instead of using only one perceptual learning style.
Journal of Mahatma Gandhi University of Medical Sciences and Technology, 2016
Background Academic demands of medical students are quite high. Learning styles may be classified into four major sensory modalities—visual, auditory, read-write and kinesthetic, that one most prefers to use when internalizing information. Objectives The purpose of the study was to evaluate the gender differences in learning style modalities among the First Year Undergraduate Students and their Preferred Mode of Learning. Methodology Total 243 first year students of various medical courses (135 MBBS, 56 BDS, and 52 BPT) attending lectures in the Department of Physiology, Mahatma Gandhi Medical College and Hospital, Jaipur, Rajasthan were included for the project. Learning style preference was identified using the visual, auditory, read-write and kinesthetic (VARK) online inventory developed by Fleming, 1992. A questionnaire was filled by the students which included their demographic profile, medical science stream and preferred sensory modality of instruction. Findings Learning styl...
A Comparative Study of Learning style among male and female students of class XI
The purpose of this study was to investigate differences between male and female students with reference to different dimensions of learning style. A sample of 100 boys and 100 girls studying in two senior secondary schools of Meerut city was randomly selected. The investigator had personally met the participants and administered the tool. Learning style inventory by Prof. K.S. Misra was used. Percentage and significance of percentage were calculated to analyse the data. The findings reveal that male students show significant preference towards figural and constructive learning styles while female students prefer verbal and reproducing learning styles.
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.
2012
The purpose of the study is, by adaptating the Felder-Silverman learning styles instrument into Turkish, to study the reliability and validity of the instrument at Mersin University. Further, it examined the differences among the learning styles according to students’ fields of science. The Index of Learning Styles (ILS) that is used in this research is a 44- question instrument designed to assess the four dimensions of the Felder-Silverman model. It was developed in 1988 by Richard Felder and Linda Silverman. Participants consisted of 526 of Mersin University students. The sample included different academic branches as follows: Natural Sciences (n=320, 61%), Health Sciences (n=149, 28%) and Social Sciences (n=57, 11%). Findings show that the preferred learning styles are different which shows that Mersin University students are rather sequential, sensory and active learners. Results have also demonstrated that ILS has a significant difference in sequential/global learning styles ac...
The Turkish Online Journal of Distance Education, 2009
This paper reports on a research done to study learning styles and their roles in the academic achievement of the students of Payame Noor University (PNU), Ardebli center, Iran. 184 students (90 male and 94 female students) in the fourth semester are chosen as our sample using Cocran's formula and random sampling. The questionnaire memletics is used to collect data about learning styles. Reliability of this questionnaire is calculated as =0.81 using Cronbach's alpha. Total average of students' scores in four semesters is taken as a criterion for academic achievement. Findings show that most of male students use verbal and solitary learning styles. Most of female student use aural and verbal learning styles. The academic achievement of female students is more than the academic achievement of male students. Among the students of Payame Noor University, those who use visual learning style have the greatest achievement. Students with social, aural, verbal, and solitary learning styles are in the following ranks respectively. Students with logical and physical learning styles have the least academic achievement.
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.
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
Iranian Red Crescent Medical Journal, 2014
Background: Identifying and employing appropriate learning styles could play an important role in selecting teaching styles in order to improve education. Objectives: This study aimed to determine the relationship between learning styles preferences and gender, educational major and status in first year students at Isfahan University of Medical Sciences. Patients and Methods: A cross-sectional study employing the visual-aural-read/write-kinesthetic (VARK) learning style's questionnaire was done on 184 first year students of medicine, pharmacy, dentistry, nursing and health services management at Isfahan University of Medical Sciences in 2012. The validity of the questionnaire was assessed through experts' views and reliability was calculated using Cronbach's alpha coefficients (α = 0.86). Data were analyzed using the SPSS ver.18 software and x 2 test. Results: Out of 184 participants who responded to and returned the questionnaire, 122 (66.3%) were female; more than two-thirds (68.5%) of the enrolled students were at the professional doctorate level (medicine, pharmacy, dentistry) and 31.5% at the undergraduate level (nursing and health services management). Eighty-nine (48.4%) students preferred a single-modal learning style. In contrast, the remaining 95 students (51.6%) preferred multi-modal learning styles. A significant relationship between gender and single modal learning styles (P = 0.009) and between status and learning styles (P = 0.04) was observed. Conclusions: According to the results, male students preferred to use the kinesthetic learning style more than females, while, female students preferred the aural learning style. Knowledge about the learning styles of students at educational institutes is valuable and helps solve learning problems among students, and allows students to become better learners.
Learning Styles of University Students
2024
Individual differences exist in the way people learn at school. This is because day-in-day-out individuals experience the world in unique ways, and with that comes variations in the ways they learn best. Despite the abundance of learning styles research, however, there appears not much research on the characteristics and dominant learning styles of students enrolled in a degree in teaching and non-teaching programme at a public university in Ghana. This study, therefore, set out to investigate the learning styles of third-year students who are training to become teachers at the senior high schools and occupy non-teaching positions in any academic institution in a Ghanaian university. Descriptive survey research design was employed, and 94 students were randomly sampled. The findings revealed that the most dominant learning style of the students was kinaesthetic style followed by reading/writing style, the auditory style and the visual style. It was therefore recommended that lecturers in the department where the study was conducted should design their instructions and activities in ways that would engage their students more in hands-on and practical and or experiential learning (kinaesthetic).