Measuring criminal thinking styles: The construct validity and utility of the PICTS in a Dutch prison sample

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Bulten, B.H.; Nijman, H.L.I.; Staak, C.P.F. van der

2009-01-01

Purpose: Criminal thinking and thinking styles are important areas in the assessment and treatment of offenders. The Psychological Inventory of Criminal Thinking Styles (PICTS: Walters, 2005) is designed to assess such criminal thinking styles. In the current study, the associations between criminal

Analysis of the critical thinking process of junior high school students in solving geometric problems by utilizing the v-a-k learning styles model

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Hananto, R. B.; Kusmayadi, T. A.; Riyadi

2018-05-01

The research aims to identify the critical thinking process of students in solving geometry problems. The geometry problem selected in this study was the building of flat side room (cube). The critical thinking process was implemented to visual, auditory and kinesthetic learning styles. This research was a descriptive analysis research using qualitative method. The subjects of this research were 3 students selected by purposive sampling consisting of visual, auditory, and kinesthetic learning styles. Data collection was done through test, interview, and observation. The results showed that the students' critical thinking process in identifying and defining steps for each learning style were similar in solving problems. The critical thinking differences were seen in enumerate, analyze, list, and self-correct steps. It was also found that critical thinking process of students with kinesthetic learning style was better than visual and auditory learning styles.

The Effect of Learning Styles, Critical Thinking Disposition, and Critical Thinking on Clinical Judgment in Senior Baccalaureate Nursing Students during Human Patient Simulation

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McCormick, Kiyan

2014-01-01

Simulated learning experiences using high-fidelity human patient simulators (HPS) are increasingly being integrated into baccalaureate nursing programs. Thus, the purpose of this study was to examine relationships among learning style, critical thinking disposition, critical thinking, and clinical judgment during high-fidelity human patient…

Teaching for Different Learning Styles.

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Cropper, Carolyn

1994-01-01

This study examined learning styles in 137 high ability fourth-grade students. All students were administered two learning styles inventories. Characteristics of students with the following learning styles are summarized: auditory language, visual language, auditory numerical, visual numerical, tactile concrete, individual learning, group…

An item response theory analysis of the Psychological Inventory of Criminal Thinking Styles: comparing male and female probationers and prisoners.

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Walters, Glenn D

2014-09-01

An item response theory (IRT) analysis of the Psychological Inventory of Criminal Thinking Styles (PICTS) was performed on 26,831 (19,067 male and 7,764 female) federal probationers and compared with results obtained on 3,266 (3,039 male and 227 female) prisoners from previous research. Despite the fact male and female federal probationers scored significantly lower on the PICTS thinking style scales than male and female prisoners, discrimination and location parameter estimates for the individual PICTS items were comparable across sex and setting. Consistent with the results of a previous IRT analysis conducted on the PICTS, the current results did not support sentimentality as a component of general criminal thinking. Findings from this study indicate that the discriminative power of the individual PICTS items is relatively stable across sex (male, female) and correctional setting (probation, prison) and that the PICTS may be measuring the same criminal thinking construct in male and female probationers and prisoners. PsycINFO Database Record (c) 2014 APA, all rights reserved.

Thinking style preferences among librarians in public and special libraries in the Ljubljana region

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Simona Senica

2005-01-01

Full Text Available The paper presents Sternberg’s theory of mental self-government that makes an unique contribution to the understanding of human individual differences. In order to investigate individual differences of librarians in public and special libraries in the Ljubljana region, the Thinking Styles Inventory was applied to determine the styles of thinking according to Sternberg’s theory of mental self-government. Building on the acquired data, some differences in styles of thinking in regard to demographic variable are highlighted. The results point out that the profile of thinking styles of librarians shows high levels for the external and liberal thinking styles, and modest levels for internal, conservative, global and local thinking styles. Some comparisons with other studies are drawn, and a few proposals for further research on the individual differences are suggested.

Thinking style preference, emotional intelligence and leadership effectiveness

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Tessie H. Herbst

2008-04-01

Full Text Available In this study, the researchers investigate the relationship between thinking style preference, emotional intelligence and leadership effectiveness in an institution of higher education. The measuring instruments used were the Neethling Brain Preference Profle (NBPP and the Mayer, Salovey and Caruso Emotional Intelligence Test (MSCEIT, as well as the Kouzes and Posner Leadership Practices Inventory (LPI. The sample comprised 138 managers within a higher education institution. The researchers found some evidence to support the relationship between thinking style, emotional intelligence (EI and leadership effectiveness. The researchers concluded that facets of brain dominance and emotional intelligence may be potentially useful predictors of transformational leadership behaviours.

The Relationships between Critical Thinking Skills and Learning Styles of Gifted Students

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Dilekli, Yalçin

2017-01-01

The current study investigates the relationship between critical thinking skills and learning styles of mentally gifted students. The participants were 225 gifted students in Turkey attending Science and Art Centres which are after-school activity centers for mentally gifted students. Participants were 9-15 years old and were attending secondary…

Predicting recidivism in sex offenders with the Psychological Inventory of Criminal Thinking Styles (PICTS).

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Walters, Glenn D; Deming, Adam; Casbon, Todd

2015-04-01

The purpose of this study was to determine whether the Psychological Inventory of Criminal Thinking Styles (PICTS) was capable of predicting recidivism in 322 male sex offenders released from prison-based sex offender programs in a Midwestern state. The Static-99R and PICTS General Criminal Thinking (GCT), Reactive (R), and Entitlement (En) scores all correlated significantly with general recidivism, the Static-99R correlated significantly with violent recidivism, and the Static-99R score and PICTS GCT, Proactive (P), and En scores correlated significantly with failure to register as a sex offender (FTR) recidivism. Area under the curve effect size estimates varied from small to large, and Cox regression analyses revealed that the PICTS En score achieved incremental validity relative to the Static-99R in predicting general recidivism and the PICTS GCT, P, and En scores achieved incremental validity relative to the Static-99R in predicting FTR recidivism. It is speculated that the PICTS in general and the En scale in particular may have utility in risk management and treatment planning for sex offenders by virtue of their focus on antisocial thinking. © The Author(s) 2014.

Estilos de pensamiento y aprendizaje en estudiantes de magisterio (Thinking and learning styles among teaching and psychopedagogy students: differences according to course and speciality

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Patricia Robledo Ramón

2010-08-01

Full Text Available We present a study which forms part of an innovation project under development at the University of León, Spain, for adapting different psychoeducational degrees to the guidelines of the European Higher Education Area (EHEA. To this end, we first analysed the characteristics of the students enrolled in the Faculty of Education. The characteristics of the students, such as their thinking style and learning approach, may offer insight into the success of teaching-learning in the classroom; these aspects should be understood before introducing such innovative methodologies. Thus, these psychological variables were analysed in a sample of 583 students enrolled in different teaching and psycho-educational courses and specialities prior to the development of methodological innovations within diverse subject areas. We evaluated these aspects using the Questionnaire of Evaluation of the Processes of Study and Learning and the Thinking Styles Inventory. There were statistically significant differences between the variables relating to the students’ speciality and course. These results should help to guide teachers when selecting the type of innovative methodologies to use in their classes in order to successfully adapt them to the specific characteristics of the students.

Exploration of preferred learning styles in medical education using VARK modal

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Laxman Khanal

2014-09-01

Full Text Available Learning styles is a term used to refer to the methods of gathering, processing, interpreting, organizing and thinking about information. Students have different learning styles, which is the reason for the diversity seen in classrooms in regards to how students acquire information. Claxton and Murrell had divided the learning styles into the following four categories: personality models, information-processing models, social-interaction models, and instructional preferences models. VARK (an acronym for Visual, Aural, Read/write and Kinesthetic, different way of learning styles is a learning inventory categorized into the ‘instructional preference’ modal. Many studies were done using the VARK inventory among the medical education but the preferred mode of learning was variable in different parts of the world. The relationship of age, gender and academic performance with the mode of learning was also not consistent. So this article tried to conclude the preferred mode of learning and relationship of mode of learning with gender and other factors by analyzing the previous studies done using VARK questionnaire among the medical students in daily teaching and learning environment. Pub Med and Google Scholar were used as a search engine to find the article. Altogether 20 full text research papers were retrieved and reviewed. In the most of part of the world the studies showed that multimodal learning style was the predominant one over unimodal. Further in multimodal quadmodal was the most preferred one followed by other presentation. In the unimodal presentation most preferred one is kinesthetic type of learning along with visual, aural and read write in less extent. Age factors had no lucid relationship with the learning style though some variations were observed with age.This review was expected to be useful as scientific evidence in the field of medical education and also as a reference for further research.

HUMOR STYLES, CREATIVE PERSONALITY TRAITS, AND CREATIVE THINKING IN A HONG KONG SAMPLE.

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Yue, Xiao Dong; Hui, Anna Na

2015-12-01

Humor is found to be an essential element of creative thinking in Western culture. In Eastern culture, however, the relationship between creativity and humor is ambivalent. This study examined the relationship among humor styles, creative personality traits, and creative thinking abilities. A sample of 118 Chinese undergraduates in Hong Kong was recruited to complete the Humor Styles Questionnaire, the three Creative Personality subscales of the Chinese Personality Assessment Inventory-2 (CPAI-2), and the Verbal Test of the Wallach-Kogan Creativity Tests. Results show that humor styles are uncorrelated with creative thinking abilities of flexibility, fluency, and originality, but affiliative humor and aggressive humor are correlated with creative personality traits of novelty and diversity. A hierarchical multiple regression shows that both humor styles and creative personality traits of novelty and diversity account for non-significant variance on creative thinking abilities. These findings largely support a hypothesized non-association between humor styles and creative measures. They also pose a sharp contrast to findings obtained in the West, in which humor styles are typically correlated with both creative thinking abilities and creative personality traits.

Learning Styles: Do They Differ by Discipline?

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Wolfe, Kara; Bates, Derald; Manikowske, Linda; Amundsen, Rebecca

2005-01-01

Kolb's Experiential Learning Theory describes how learners see and interpret information. Past studies have analyzed learning styles of certain professions and majors. This study evaluated whether student learning styles differ by major. The Marshall and Merritt Learning Style Inventory was completed by 531 students. Differences were found in…

Thinking and creative styles: the impact in educational and professional areas

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Solange Muglia Weschler

2015-09-01

Full Text Available Styles can be defined as thinking and behaving preferences on specific situations. Assessing thinking and creative styles can give essential information on ways creativity can be expressed in the educational and professional areas. Considering this, a scale entitled Style of Thinking and Creating was developed based on the creative persons’ characteristics. Two main studies with Brazilian samples demonstrated the validity of this scale to identify creative productive individuals. Five additional investigations conducted with high school and university students, as well as professionals on leadership positions, indicated the existence of significant relationships among styles with learning motivation, school achievement, leadership behaviors and creative attitudes, but no relationships among styles and personality types. In conclusion, the need to understand styles for thinking and creating in order to provide better educational and professional guidance was confirmed. 

Learning Styles and Student Performance in Introductory Economics

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Brunton, Bruce

2015-01-01

Data from nine introductory microeconomics classes was used to test the effect of student learning style on academic performance. The Kolb Learning Style Inventory was used to assess individual student learning styles. The results indicate that student learning style has no significant effect on performance, undermining the claims of those who…

Predicting recidivism with the Psychological Inventory of Criminal Thinking Styles (PICTS) in community-supervised male and female federal offenders.

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Walters, Glenn D; Lowenkamp, Christopher T

2016-06-01

Higher order scores derived from the Psychological Inventory of Criminal Thinking Styles (PICTS; Walters, 1995) have been found to predict recidivism in released prison inmates with effect sizes in the low-moderate to medium range. The current study sought to determine whether the PICTS is capable of predicting general recidivism in a sample of 81,881 male and 14,519 female offenders on federal probation or supervised release. Results indicated that the PICTS General Criminal Thinking, Proactive, and Reactive scores and 6 of the 7 thinking style scales predicted recidivism in follow-ups of 6 or more months, 12 or more months, and 24 or more months with effect sizes in the low-moderate to medium range. The effect sizes were reduced to small and low-moderate, respectively, when age and prior arrests were controlled for in a series of partial correlations. It was also noted that the PICTS General Criminal Thinking score contributed significant diagnostic information to recidivism prediction in both males and females above and beyond the information provided by a comprehensive risk assessment procedure. These results indicate that the PICTS may be a useful adjunct to other risk assessment procedures in providing comprehensive risk prediction and management services to offenders under community supervision. (PsycINFO Database Record (c) 2016 APA, all rights reserved).

An empirical study to investigate the effects of thinking styles on emotional intelligence: A case study of Jihad Agriculture Organization of east Azerbaijan province

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Habibeh Ayagh

2013-05-01

Full Text Available An empirical study to investigate the effects of thinking styles on emotional intelligence among employees of agriculture industry in east Azerbaijan province. The proposed study uses a standard thinking style questionnaire originally developed by Sternberg and Wagner (1992 [Sternberg, R. J., & Wagner, R. K. (1992. Thinking styles inventory. Unpublished test, Yale University]. There are 716 employees working for this agriculture-based unit and the study uses random sampling technique and chooses 255 employees for this study. Cronbach alpha has been used to verify the overall questionnaire and different tests such as Kolmogorov-Smirnov and Pearson correlation test are used to examine different hypotheses of this survey. The results indicate there is positive and meaningful relationship between thinking style and emotional intelligence. We can also confirm that four thinking style’s components including functions, levels, scope and learning have meaningful impact on emotional intelligence when the level of significance is five or even one percent. However, forms did not have any meaningful impact on emotional intelligence.

Adaptation of the Grasha Riechman Student Learning Style Survey and Teaching Style Inventory to assess individual teaching and learning styles in a quality improvement collaborative.

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Ford, James H; Robinson, James M; Wise, Meg E

2016-09-29

NIATx200, a quality improvement collaborative, involved 201 substance abuse clinics. Each clinic was randomized to one of four implementation strategies: (a) interest circle calls, (b) learning sessions, (c) coach only or (d) a combination of all three. Each strategy was led by NIATx200 coaches who provided direct coaching or facilitated the interest circle and learning session interventions. Eligibility was limited to NIATx200 coaches (N = 18), and the executive sponsor/change leader of participating clinics (N = 389). Participants were invited to complete a modified Grasha Riechmann Student Learning Style Survey and Teaching Style Inventory. Principal components analysis determined participants' preferred learning and teaching styles. Responses were received from 17 (94.4 %) of the coaches. Seventy-two individuals were excluded from the initial sample of change leaders and executive sponsors (N = 389). Responses were received from 80 persons (25.2 %) of the contactable individuals. Six learning profiles for the executive sponsors and change leaders were identified: Collaborative/Competitive (N = 28, 36.4 %); Collaborative/Participatory (N = 19, 24.7 %); Collaborative only (N = 17, 22.1 %); Collaborative/Dependent (N = 6, 7.8 %); Independent (N = 3, 5.2 %); and Avoidant/Dependent (N = 3, 3.9 %). NIATx200 coaches relied primarily on one of four coaching profiles: Facilitator (N = 7, 41.2 %), Facilitator/Delegator (N = 6, 35.3 %), Facilitator/Personal Model (N = 3, 17.6 %) and Delegator (N = 1, 5.9 %). Coaches also supported their primary coaching profiles with one of eight different secondary coaching profiles. The study is one of the first to assess teaching and learning styles within a QIC. Results indicate that individual learners (change leaders and executive sponsors) and coaches utilize multiple approaches in the teaching and practice-based learning of quality improvement (QI) processes

Effect of students' learning styles on classroom performance in problem-based learning.

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Alghasham, Abdullah A

2012-01-01

Since problem-based learning (PBL) sessions require a combination of active discussion, group interaction, and inductive and reflective thinking, students with different learning styles can be expected to perform differently in the PBL sessions. Using "Learning Style Inventory Questionnaire," students were divided into separate active and reflective learner groups. Tutors were asked to observe and assess the students' behavioral performance during the PBL sessions for a period of 5 weeks. A questionnaire of 24 items was developed to assess students' behavioral performance in PBL sessions. Active students tended to use multiple activities to obtain the needed information were more adjusted to the group norms and regulation and more skillful in using reasoning and problem-solving skills and in participation in discussion. On the other hand, reflective students used independent study more, listened actively and carefully to others and used previously acquired information in the discussion more frequently. Formative assessment quizzes did not indicate better performance of either group. There were no significant gender differences in PBL behavioral performance or quizzes' scores. Active and reflective learners differ in PBL class behavioral performance but not in the formative assessment. We recommend that students should be informed about their learning style and that they should learn strategies to compensate for any lacks in PBL sessions through self-study. Also, educational planners should ensure an adequate mix of students with different learning styles in the PBL groups to achieve PBL desired objectives.

Learning styles of medical students change along the study program: from ‘thinking and watching’ to ‘thinking and doing’

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Marcela Bitran

2012-09-01

Full Text Available Background: Most students admitted to medical school are abstract-passive learners. However, as they progress through the program, active learning and concrete interpersonal interactions become crucial for the acquisition of professional competencies. The purpose of this study was to determine if and how medical students' learning styles change during the course of their undergraduate program. Methods: All students admitted to the Pontificia Universidad Católica de Chile (PUC medical school between 2000 and 2011 (n = 1,290 took the Kolb’s Learning Style Inventory at school entrance. Two years later 627 students took it again, and in the seventh and last year of the program 104 students took it for a third time. The distribution of styles at years 1, 3 and 7, and the mobility of students between styles were analyzed with Bayesian models. Results: Most freshmen (54% were classified as assimilators (abstract-passive learners; convergers (abstract-active followed with 26%, whereas divergers (concrete-passive and accommodators (concrete-active accounted for 11% and 9%, respectively. By year 3, the styles' distribution remained unchanged but in year 7 convergers outnumbered assimilators (49% vs. 33%. In general, there were no gender-related differences. Discussion: Medical students change their preferred way of learning: they evolve from an abstract-reflexive style to an abstract-active one. This change might represent an adaptation to the curriculum, which evolves from a lecture-based teacher-centered to a problem-based student–centered model.

Contributions of Teachers' Thinking Styles to Critical Thinking Dispositions (Istanbul-Fatih Sample)

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Emir, Serap

2013-01-01

The main purpose of the research was to determine the contributions of the teachers' thinking styles to critical thinking dispositions. Hence, it is aimed to determine whether thinking styles are related to critical thinking dispositions and thinking styles measure critical thinking dispositions or not. The research was designed in relational…

Thinking Styles of Primary School Teachers in Beijing, China

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Wang, Ying; Pang, Nicholas Sun-Keung

2013-01-01

Previous studies on teachers' thinking have usually related to teaching and learning, and concentrated on classroom-level outcomes. In this study, an organizational and administrative perspective was adopted in examining teachers' thinking style. Data collected were from a sample of 268 in-service teachers from 6 primary schools in Beijing, China.…

Exploring the association between parental rearing styles and medical students' critical thinking disposition in China.

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Huang, Lei; Wang, Zhaoxin; Yao, Yuhong; Shan, Chang; Wang, Haojie; Zhu, Mengyi; Lu, Yuan; Sun, Pengfei; Zhao, Xudong

2015-05-14

Critical thinking is an essential ability for medical students. However, the relationship between parental rearing styles and medical students' critical thinking disposition has rarely been considered. The aim of this study was to investigate whether parental rearing styles were significant predictors of critical thinking disposition among Chinese medical students. 1,075 medical students from the first year to the fifth year attending one of three medical schools in China were recruited via multistage stratified cluster sampling. The Chinese Critical Thinking Disposition Inventory(CTDI-CV) and The Egna Minnen av Barndoms Uppfostran (EMBU) questionnaire were applied to collect data and to conduct descriptive analysis. Stepwise multiple linear regression was used to analyze the data. The critical thinking disposition average mean score was 287.44 with 632 participants (58.79%) demonstrating positive critical thinking disposition. Stepwise multiple linear regression analysis revealed that the rearing styles of fathers, including "overprotection", "emotional warmth and understanding", "rejection" and "over-interference" were significant predictors of medical students' critical thinking disposition that explained 79.0% of the variance in critical thinking ability. Rearing styles of mothers including "emotional warmth and understanding", "punishing" and "rejection" were also found to be significant predictors, and explained 77.0% of the variance. Meaningful association has been evidenced between parental rearing styles and Chinese medical students' critical thinking disposition. Parental rearing styles should be considered as one of the many potential determinant factors that contribute to the cultivation of medical students' critical thinking capability. Positive parental rearing styles should be encouraged in the cultivation of children's critical thinking skills.

The Scientific Status of Learning Styles Theories

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Willingham, Daniel T.; Hughes, Elizabeth M.; Dobolyi, David G.

2015-01-01

Theories of learning styles suggest that individuals think and learn best in different ways. These are not differences of ability but rather preferences for processing certain types of information or for processing information in certain types of way. If accurate, learning styles theories could have important implications for instruction because…

Mathematical Creative Thinking Ability of the Seventh Grade Students in Terms of Learning Styles to the Preview-Question-Read-Reflect-Recite-Review (PQ4R Learning

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Fiatun Istiqomah

2017-08-01

Full Text Available The purpose of this study are: (1 to know the effectiveness of PQ4R learning model in improving the creative thinking skills of the learners; (2 to know the classifications of the learners based on the levels of creative thinking skills; and (3 to describe the misconception which hampers the creative thinking skills at low level in  from the learning styles of the learners. The population in this study is the seventh grade students of SMP N 21 Semarang. The method in this study is mixed method research. Quantitative data analysis uses t-test, z-test, and normalized gain test. Analysis of qualitative data using data reduction stages, data presentation, and conclusions. The results show: (1 PQ4R learning model is effective in improving the creative thinking ability of the learners; (2 the classifications of the learners based on the levels of creative thinking ability which have variations the are many of the learners who are different in each level; and (3 misconception which hampers the creative thinking skills at low level with the learning styles: (a visual meets four misconception indicators, (b auditorial meets three misconception indicators, and (c kinesthetic meets six misconception indicators.

Do emergency medicine residents and faculty have similar learning styles when assessed with the Kolb learning style assessment tool?

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Fredette, Jenna; O'Brien, Corinne; Poole, Christy; Nomura, Jason

2015-04-01

Experiential learning theory and the Kolb Learning Style Inventory (Kolb LSI) have influenced educators worldwide for decades. Knowledge of learning styles can create efficient learning environments, increase information retention, and improve learner satisfaction. Learning styles have been examined in medicine previously, but not specifically with Emergency Medicine (EM) residents and attendings. Using the Kolb LSI, the learning styles of Emergency Medicine residents and attendings were assessed. The findings showed that the majority of EM residents and attendings shared the accommodating learning style. This result was different than prior studies that found the majority of medical professionals had a converging learning style and other studies that found attendings often have different learning styles than residents. The issue of learning styles among emergency medical residents and attendings is important because learning style knowledge may have an impact on how a residency program structures curriculum and how EM residents are successfully, efficiently, and creatively educated.

Academic Performance in Introductory Accounting: Do Learning Styles Matter?

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Tan, Lin Mei; Laswad, Fawzi

2015-01-01

This study examines the impact of learning styles on academic performance using major assessment methods (examinations and assignments including multiple-choice and constructed response questions (CRQs)) in an introductory accounting course. Students' learning styles were assessed using Kolb's Learning Style Inventory Version 3.1. The results…

Analysis of Students Ability on Creative Thinking Aspects in terms of Cognitive Style in Mathematics Learning with CORE Model Using Constructivism Approach

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Mita Konita

2017-03-01

Full Text Available Tujuan penelitian ini adalah untuk menguji hasil belajar kemampuan siswa pada aspek berpikir kreatif dengan model CORE menggunakan pendekatan konstruktivisme dapat mencapai ketuntasan klasikal; mengetahui rata-rata hasil belajar kemampuan siswa pada aspek berpikir kreatif dengan model CORE menggunakan pendekatan konstruktivisme lebih dari 75; mendeskripsikan gaya kognitif siswa dalam menjawab masalah dan kemampuan siswa pada aspek berpikir kreatif dalam pembelajaran matematika. Penelitian ini merupakan penelitian kombinasi (mixed methods. Populasi penelitian ini adalah siswa kelas X SMAN 6 Semarang. Hasil penelitian ini menunjukkan: (1 hasil belajar kemampuan siswa pada aspek berpikir kreatif dengan model CORE pendekatan konstruktivisme mencapai ketuntasan klasikal; (2 rata-rata hasil belajar kemampuan siswa pada aspek berpikir kreatif dengan model CORE pendekatan konstruktivisme lebih dari 75; (3 catatan waktu karakterikstik gaya kognitif reflektif terlambat namun frekuensi menjawab paling sedikit, sedangkan catatan waktu karakterikstik gaya kognitif implusif tercepat namun frekuensi menjawab paling banyak; (4 Kelompok siswa gaya kognitif reflektif memenuhi komponen berpikir kreatif yaitu fleksibilitas dan kebaruan serta kelompok siswa gaya kognitif implusif memenuhi komponen berpikir kreatif fleksibel dalam menjawab masalah.   The purpose of this research is to determine learning outcomes in the aspect of creative thinking abilities with CORE model use a constructivist approach achieve mastery of classical, determine the mean result of learning on aspect of creative thinking abilities with CORE learning model use a constructivist approach is more than 75, to describe the characteristics of the cognitive styles of students in answering problems, and describe the creative thinking abilities based on cognitive style. This research is combined (mixed methods. The study population was class X SMAN 6 Semarang. The result of this research showed

Nursing Students’ Preferred Learning Styles

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Sh Salehi

2009-11-01

Full Text Available Background and purpose: Learning style is the processing of information and comprehension. If teachers present contents in a style that matches a student’s preferred learning style, academic performance and success will improve. If content retention improves it will result in an increase in thetest scores. It is also important to determine if students, as a group, fit into a particular style or a particular cycle as they move through an educational program.Methods: The study is a descriptive analytical research. Nursing Students at Isfahan Medical Sciences University completed a questionnaire  formulated to assess learning styles. Analysis of variance was used to investigate the possible relationship between learning cycle and student’s grades in the curriculum (i.e. freshman, sophomore, junior, or senior. Cross tabulation was used to test for a relationship between learning style and student academic year of study in the curriculum.Results: 294 students received the Kolb LSI questionnaire. The data demonstrated that juniors preferred a converger learning style and the senior students were in the abstract conceptualization cycle of learning. There were no relationships demonstrated between other groups in the study.Conclusion: The junior and senior students appear to prefer the stage of learning involving thinking and problem analysis. When a group of students demonstrate a preference for particular learning style teachers can develop their curriculum along their learning styleKey words: LEARNING STYLES, NURSING STUDENTS, FRESHMAN, SOPHOMORE, JUNIOR, SENIOR

Learning Styles and the Online Classroom: Implications for Business Students

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Nastanski, Michael; Slick, Thomas

2008-01-01

This paper discusses the importance of student learning styles within a Distance Learning (DL) classroom. The study examines the learning style preferences of online business students as measured by the Kolb Learning Style Inventory and determines if a significant difference in course grades and course completion rates exist between students when…

Comparison of the effectiveness of two styles of case-based learning implemented in lectures for developing nursing students' critical thinking ability: A randomized controlled trial.

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Hong, Shaohua; Yu, Ping

2017-03-01

To explore and compare the effectiveness of two styles of case-based learning methods, unfolding nursing case and usual nursing case, implemented in lectures for developing nursing students' critical thinking ability. 122 undergraduate nursing students in four classes were taught the subject of medical nursing for one year. Two classes were randomly assigned as the experimental group and the other two the control group. The experimental group received the lectures presenting unfolding nursing cases and the control group was taught the usual cases. Nineteen case-based lectures were provided in 8 months in two semesters to each group. The two groups started with a similar level of critical thinking ability as tested by the instrument of Critical Thinking Disposition Inventory-Chinese version (CTDI-CV). After receiving 19 case-based learning lectures for 8 months, both groups of students significantly improved their critical thinking ability. The improvement in the experimental group was significantly higher than that in the control group (with the average total score of 303.77±15.24 vs. 288.34±13.94, plearning in lectures. Unfolding nursing cases appear to be significantly more effective than the usual nursing cases in developing undergraduate nursing students' critical thinking ability in the subject of medical nursing. Further research can implement the unfolding nursing cases in other nursing subjects. Copyright © 2016 Elsevier Ltd. All rights reserved.

Learning style preferences of surgical residency applicants.

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Kim, Roger H; Gilbert, Timothy

2015-09-01

The learning style preferences of general surgery residents have been previously reported; there is evidence that residents who prefer read/write learning styles perform better on the American Board of Surgery In-Training Examination (ABSITE). However, little is known regarding the learning style preferences of applicants to general surgery residency and their impact on educational outcomes. In this study, the preferred learning styles of surgical residency applicants were determined. We hypothesized that applicant rank data are associated with specific learning style preferences. The Fleming VARK learning styles inventory was offered to all general surgery residency applicants that were interviewed at a university hospital-based program. The VARK model categorizes learners as visual (V), aural (A), read/write (R), kinesthetic (K), or multimodal (MM). Responses on the inventory were scored to determine the preferred learning style for each applicant. Applicant data, including United States Medical Licensing Examination (USMLE) scores, class rank, interview score, and overall final applicant ranking, were examined for association with preferred learning styles. Sixty-seven applicants were interviewed. Five applicants were excluded due to not completing the VARK inventory or having incomplete applicant data. The remaining 62 applicants (92%) were included for analysis. Most applicants (57%) had a multimodal preference. Sixty-nine percent of all applicants had some degree of preference for kinesthetic learning. There were statistically significant differences between applicants of different learning styles in terms of USMLE step 1 scores (P = 0.001) and USMLE step 2 clinical knowledge scores (P = 0.01), but not for class ranks (P = 0.27), interview scores (P = 0.20), or final ranks (P = 0.14). Multiple comparison analysis demonstrated that applicants with aural preferences had higher USMLE 1 scores (233.2) than those with kinesthetic (211.8, P = 0.005) or multimodal

Evaluation of the Correlation between Learning Styles and Critical Thinking Dispositions of the Students of School of Physical Education and Sports

Science.gov (United States)

Çetin, Mehmet Çagri

2014-01-01

The study was conducted in order to detect critical thinking dispositions and learning styles of the students of school of physical education and sports, to explore whether there was a significant difference in terms of gender variable and academic department variable and, to discover the correlation between critical thinking tendencies and…

Theory and Practice: thinking styles in engineering and science

Directory of Open Access Journals (Sweden)

Hanspeter Schmid

2001-11-01

Full Text Available This paper describes knowledge as an element of thinking styles, which are properties of thinking collectives. According to the theory outlined here, the choice of a thinking style to solve a certain problem is relative, but once the thinking has been chosen, realism prevails. This paper also describes the genesis and development of thinking styles and, with them, of facts. The theoretical concepts are illustrated with two examples of thinking styles: a description of the thinking styles of circuit theorists and circuit designers (theory vs. practice, and a comparison of the thinking styles of two closely related technical societies of the Institute of Electrical and Electronics Engineers (IEEE. Applications of the theory are also presented in this paper; they include information management, documentation tools, and writing styles, and mainly draw from the author's own experience with these topics.

Pre-Service Teachers' Constructivist Teaching Scores Based on Their Learning Styles

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Kablan, Zeynel; Kaya, Sibel

2014-01-01

This study examined the relationship between pre-service teachers' constructivist teaching and their learning styles based on Kolb's Experiential Learning Theory. The Learning Styles Inventory-3 was administered at the beginning of the semester to determine preferred learning style. The Constructivist Teaching Evaluation Form was filled out by…

How Do Thinking Styles Influence Collaborative Dispositions? A Study on the Relationships between Thinking Styles and Collaborative Dispositions for Youngsters in Taiwan

Science.gov (United States)

Wu, Mingchang; Ho, Shihuei; Lin, Hsiuhsu; Chang, Wenlung; Chen, Lihua

2013-01-01

Collaboration dispositions keep attracting high attention in the business world for organizational competition and teamwork efficiency. Educators also highly value the cultivation of youngsters' thinking strategies and styles which facilitate their learning performance and even career achievement. This study was conducted to identify the…

Parenting Styles and Learned Resourcefulness of Turkish Adolescents

Science.gov (United States)

Turkel, Yesim Deniz; Tezer, Esin

2008-01-01

This study investigated the differences among 834 high school students regarding learned resourcefulness in terms of perceived parenting style and gender. The data were gathered by administering the Parenting Style Inventory (PSI) and Rosenbaum's Self-Control Schedule (SCS). The results of ANOVA pertaining to the scores of learned resourcefulness…

The Relationship between Learning Style and Academic Achievement.

Science.gov (United States)

Farrell-Moskwa, Claire

A study investigated the correlation between students' learning styles and their academic achievement on report cards and standardized tests. Subjects were 58 fifth-grade students in a suburban middle school. The "Learning Style Inventory" by Brown and Cooper was administered to this population, and students' academic averages and…

Thinking Styles and Quality of University Life Among Deaf or Hard of Hearing and Hearing Students.

Science.gov (United States)

Cheng, Sanyin; Zhang, Li-Fang

2017-01-01

The authors explored how thinking styles relate to quality of university life among deaf or hard of hearing (DHH) and hearing university students in mainland China. The first of two studies affirmed the validity and reliability of a modified version of the Quality of University Life Measure (QULM; Sirgy, Grezskowiak, & Rahtz, 2007) among 833 university students (366 DHH, 467 hearing). The second investigated relationships between thinking styles and quality of university life; the Thinking Styles Inventory-Revised II (Sternberg, Wagner, & Zhang, 2007) and modified QULM were administered to 542 students (256 DHH, 286 hearing). Students scoring higher on Type I styles (i.e., more creativity-generating, less structured, cognitively more complex) tended toward greater satisfaction with university life; those scoring higher on Type II (i.e., more norm-favoring, more structured, cognitively more simplistic) tended toward less satisfaction. Contributions, limitations, and implications of the research are discussed.

Medical students’ change in learning styles during the course of the undergraduate program: from ‘thinking and watching’ to ‘thinking and doing’

Science.gov (United States)

Bitran, Marcela; Zúñiga, Denisse; Pedrals, Nuria; Padilla, Oslando; Mena, Beltrán

2012-01-01

Background Most students admitted to medical school are abstract-passive learners. However, as they progress through the program, active learning and concrete interpersonal interactions become crucial for the acquisition of professional competencies. The purpose of this study was to determine if and how medical students’ learning styles change during the course of their undergraduate program. Methods All students admitted to the Pontificia Universidad Católica de Chile (PUC) medical school between 2000 and 2011 (n = 1,290) took the Kolb’s Learning Style Inventory at school entrance. Two years later 627 students took it again, and in the seventh and last year of the program 104 students took it for a third time. The distribution of styles at years 1, 3 and 7, and the mobility of students between styles were analyzed with Bayesian models. Results Most freshmen (54%) were classified as assimilators (abstract-passive learners); convergers (abstract-active) followed with 26%, whereas divergers (concrete-passive) and accommodators (concrete-active) accounted for 11% and 9%, respectively. By year 3, the styles’ distribution remained unchanged but in year 7 convergers outnumbered assimilators (49% vs. 33%). In general, there were no gender-related differences. Discussion Medical students change their preferred way of learning: they evolve from an abstract-reflexive style to an abstract-active one. This change might represent an adaptation to the curriculum, which evolves from a lecture-based teacher-centered to a problem-based student–centered model. PMID:26451190

The Learning Styles and Language Learning Strategies of the EFL Students at Tertiary Level

Directory of Open Access Journals (Sweden)

Diemroh Ihsan

2016-02-01

Full Text Available The purpose of this study are to discover the learning styles, and the language learning strategies most preferred, correlation among the variables exists, and the degree of influence each independent variable exerts on the dependent variables. For data collection, the Barsch Learning Styles Inventory and the Strategy Inventory of Language Learning were distributed to 156 students of English at the University of Sriwijaya, Palembang. The results showed that: (1 visual is the most preferred learning style, whereas metacognitive ang effective are the most preferred language learning strategies; (2 certain independent variables have a significant correlation with certain dependent variables, for example, visual with memory, auditory with cognitive, tactile with affective, and semester with compensation; (3 females use a greater variety of language learning strategies than males; and (4 semester has a significant correlation with compensation but not with other strategies

The Relationship between Kolb's Learning Styles and StrengthsFinder's Talent Themes

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Caldwell, Adonna B.

2009-01-01

The purpose of this study was to investigate if there were relationships between college students' talent themes as defined by the Clifton StrengthsFinder(TM) Instrument and their learning style as defined by Kolb Learning Styles Inventory. Logistical regression methodology was utilized to assess the relationship between learning styles and talent…

The Relationship Between the California Critical Thinking Disposition Inventory and Student Learning Outcomes in Baccalaureate Nursing Students.

Science.gov (United States)

Searing, Lisabeth Meade; Kooken, Wendy Carter

2016-04-01

Critical thinking is the foundation for nurses' decision making. One school of nursing used the California Critical Thinking Disposition Inventory (CCTDI) to document improvement in critical thinking dispositions. A retrospective study of 96 nursing students' records examined the relationships between the CCTDI and learning outcomes. Correlational statistics assessed relationships between CCTDI scores and cumulative grade point averages (GPA) and scores on two Health Education Systems Incorporated (HESI) examinations. Ordinal regression assessed predictive relationships between CCTDI scores and science course grades and NCLEX-RN success. First-year CCTDI scores did not predict first-year science grades. Senior-year CCTDI scores did not correlate with cumulative GPA or HESI RN Exit Exam scores, but were weakly correlated with HESI Pharmacology Exam scores. CCTDI scores did not predict NCLEX-RN success. This study did not identify meaningful relationships between critical thinking dispositions, as measured by the CCTDI, and important learning outcomes. The results do not support the efficacy of using the CCTDI in nursing education. Copyright 2016, SLACK Incorporated.

Students’ thinking preferences in solving mathematics problems based on learning styles: a comparison of paper-pencil and geogebra

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Farihah, Umi

2018-04-01

The purpose of this study was to analyze students’ thinking preferences in solving mathematics problems using paper pencil comparing to geogebra based on their learning styles. This research employed a qualitative descriptive study. The subjects of this research was six of eighth grade students of Madrasah Tsanawiyah Negeri 2 Trenggalek, East Java Indonesia academic year 2015-2016 with their difference learning styles; two visual students, two auditory students, and two kinesthetic students.. During the interview, the students presented the Paper and Pencil-based Task (PBTs) and the Geogebra-based Task (GBTs). By investigating students’ solution methods and the representation in solving the problems, the researcher compared their visual and non-visual thinking preferences in solving mathematics problems while they were using Geogebra and without Geogebra. Based on the result of research analysis, it was shown that the comparison between students’ PBTs and GBTs solution either visual, auditory, or kinesthetic represented how Geogebra can influence their solution method. By using Geogebra, they prefer using visual method while presenting GBTs to using non-visual method.

Learning style preferences of Australian health science students.

Science.gov (United States)

Zoghi, Maryam; Brown, Ted; Williams, Brett; Roller, Louis; Jaberzadeh, Shapour; Palermo, Claire; McKenna, Lisa; Wright, Caroline; Baird, Marilyn; Schneider-Kolsky, Michal; Hewitt, Lesley; Sim, Jenny; Holt, Tangerine-Ann

2010-01-01

It has been identified that health science student groups may have distinctive learning needs. By university educators' and professional fieldwork supervisors' being aware of the unique learning style preferences of health science students, they have the capacity to adjust their teaching approaches to best fit with their students' learning preferences. The purpose of this study was to investigate the learning style preferences of a group of Australian health science students enrolled in 10 different disciplines. The Kolb Learning Style Inventory was distributed to 2,885 students enrolled in dietetics and nutrition, midwifery, nursing, occupational therapy, paramedics, pharmacy, physiotherapy, radiation therapy, radiography, and social work at one Australian university. A total of 752 usable survey forms were returned (response rate 26%). The results indicated the converger learning style to be most frequently preferred by health science students and that the diverger and accommodator learning styles were the least preferred. It is recommended that educators take learning style preferences of health science students into consideration when planning, implementing, and evaluating teaching activities, such as including more problem-solving activities that fit within the converger learning style.

The effect of learning style on academic student success

Science.gov (United States)

Stackhouse, Omega N.

The problem addressed in this study was that little was known about the impact on student academic achievement, when grouped by learning style, in a multiple intelligence based science curriculum. The larger problem was that many students were frequently unengaged and, consequently, low achieving in their science courses. This quantitative study used an ex post facto research design to better understand the impact of student learning style on the academic success of students in a Multiple Intelligence Theory based course room. Gardner's work on Multiple Intelligence served as the conceptual framework for this study. The research question for this study asked if academic instruction that employs multiple intelligence theories has a relationship with students' academic achievement differently according to their learning style group (auditory, visual, and kinesthetic). Existing data from 85 students were placed into 1 of 3 groups: (a) Auditory, (b) Visual, or (c) Kinesthetic Learning Style) using existing data from a student inventory instrument. The independent variable was existing data from student inventories of learning style and the dependent variable was existing student scores from the Physical Science End of Course Test. Existing data were taken from students that were all taught with the same strategies in similar classroom environments. The Physical Science End of Course Test was developed with stringent measures to protect validity by the developer, McGraw-Hill. Cronbach's Alpha was conducted to determine the internal reliability coefficient of the student inventory. The impact for social change is that adding to the body of knowledge regarding student learning style and science curriculum provides valuable information for teachers, administrators, and school policy makers. This will allow teachers to better prepare to engage their students' and to prepare them for their place in society.

Suitable Learning Styles for Intelligent Tutoring Technologies (Styles d’Apprentissage Appropries pour les Technologies Tuteurs Intelligents)

Science.gov (United States)

2010-05-01

mind, (ii) forms of mental self-government, and (iii) stylistic preferences. Importantly, Sternberg does not think that cognitive style...summarizes a study examining suitable cognitive and learning styles for intelligent tutoring technologies to improve the Canadian Forces (CF) distance...are the appropriate tool to address CF learning needs, as e-learning systems: • Cater to all individuals in the CF regardless of their cognitive or

Exploration of preferred learning styles in medical education using VARK modal

OpenAIRE

Laxman Khanal; Sandip Shah; Sarun Koirala

2014-01-01

Learning styles is a term used to refer to the methods of gathering, processing, interpreting, organizing and thinking about information. Students have different learning styles, which is the reason for the diversity seen in classrooms in regards to how students acquire information. Claxton and Murrell had divided the learning styles into the following four categories: personality models, information-processing models, social-interaction models, and instructional preferences models. VARK (an ...

Validity and Reliability of Revised Inventory of Learning Processes.

Science.gov (United States)

Gadzella, B. M.; And Others

The Inventory of Learning Processes (ILP) was developed by Schmeck, Ribich, and Ramanaiah in 1977 as a self-report inventory to assess learning style through a behavioral-oriented approach. The ILP was revised by Schmeck in 1983. The Revised ILP contains six scales: (1) Deep Processing; (2) Elaborative Processing; (3) Shallow Processing; (4)…

Parenting styles and learned resourcefulness of Turkish adolescents.

Science.gov (United States)

Türkel, Yeşim Deniz; Tezer, Esin

2008-01-01

This study investigated the differences among 834 high school students regarding learned resourcefulness in terms of perceived parenting style and gender. The data were gathered by administering the Parenting Style Inventory (PSI) and Rosenbaum's Self-Control Schedule (SCS). The results of ANOVA pertaining to the scores of learned resourcefulness yielded a significant main effect for parenting style groups. Neither the main effect for gender nor the gender and parenting style interaction effect was significant. The findings suggest that those who perceived their parents as authoritative had a relatively high level of learned resourcefulness as compared to those who perceived their parents as neglectful and authoritarian. Findings also indicated that those who perceived their parents as indulgent had a higher level of learned resourcefulness than those who perceived their parents as neglectful and authoritarian.

Does thinking style make a difference in environmental perception and orientation?

DEFF Research Database (Denmark)

Jahanshahi, Asghar Afshar; Brem, Alexander; Shahabinezhad, Mohammad

2018-01-01

prefer more tangible data, information, facts, and analytical tools, and entrepreneurs with nonlinear or non-rational thinking styles rely more on internal feelings, impressions, imagination, creativity, and sensations when making important organizational decisions. By using cross-sectional survey data......Styles of thinking set different paths for an entrepreneur's perception and strategic action. In order to understand the environmental consequences of a thinking style, we investigated the relations between entrepreneurs' linear and nonlinear styles of thinking with their perception...... of environmental uncertainty in their businesses. Furthermore, we tested the effect of the entrepreneurs' linear and nonlinear style of thinking on their newly established firms' orientation towards preserving the surrounding internal and external environment. Entrepreneurs with linear or rational thinking styles...

Learning Environments Designed According to Learning Styles and Its Effects on Mathematics Achievement

Science.gov (United States)

Özerem, Aysen; Akkoyunlu, Buket

2015-01-01

Problem Statement: While designing a learning environment it is vital to think about learner characteristics (learning styles, approaches, motivation, interests… etc.) in order to promote effective learning. The learning environment and learning process should be designed not to enable students to learn in the same manner and at the same level,…

On the Outs: Learning Styles, Resistance to Change, and Teacher Retention

Science.gov (United States)

Overbay, Amy; Patterson, Ashley Seaton; Grable, Lisa

2009-01-01

This study examined the relationship between learning style, level of resistance to change, and teacher retention in schools implementing an intensive schoolwide technology and media integration model. Researchers found that teachers with ST (sensing-thinking) and SF (sensing-feeling) learning style preferences, as described by the Myers-Briggs…

Exploring Mathematics Achievement Goals Using Kolb’s Learning Style Model

Directory of Open Access Journals (Sweden)

Avelino G. Ignacio Jr.

2017-02-01

Full Text Available This research work is an exploration of causality connection of learning styles to mathematics achievement goals. The objectives of the study are as follows: (1 to identify the mathematics achievement goal of students when grouped according to preferred learning style (2 to identify the learning style of students when grouped according to preferred mathematics achievement goal and (3 to determine if there is a significant difference in each mathematics achievement goal when grouped according to learning style. The researcher used explanatory cross-sectional design. The Revised Achievement Goal Questionnaire and Kolb’s Learning Style Inventory 3.1 were utilized to collect data. Results show that respondents hold mastery-approach achievement goals regardless of learning styles. Also, students with approach type of mathematics achievement goals hold assimilative learning style which operates on reflective observation and abstract conceptualization; and students with avoidance type of mathematics achievement goals hold accommodative learning style which operates on active experimentation and concrete experimentation. Furthermore, findings show that there is no significant difference in the mathematics achievement goals based on learning style. Exploratory research is recommended to understand why students with approach type of mathematics achievement goals hold assimilative learning style and why students with avoidance type of mathematics achievement goals hold accommodative learning style.

Learning Styles of Pilots Currently Qualified in United States Air Force Aircraft

Science.gov (United States)

Kanske, Craig A.

2001-01-01

Kolb's Learning Style Inventory was used to identify the predominant learning styles of pilots currently qualified in United States Air Force aircraft. The results indicate that these pilots show a significant preference for facts and things over people and feelings. By understanding the preferred learning styles of the target population, course material can be developed that take advantage of the strengths of these learning styles. This information can be especially useful in the future design of cockpit resource management training. The training program can be developed to demonstrate both that there are different learning styles and that it is possible to take advantage of the relative strengths of each of these learning styles.

The Effects of Peer-Interaction Styles in Team Blogs on Students' Cognitive Thinking and Blog Participation

Science.gov (United States)

Xie, Ying; Ke, Fengfeng; Sharma, Priya

2010-01-01

Deep cognitive thinking refers to a learner's purposeful and conscious manipulation of ideas toward meaningful learning. Strategies such as journaling/blogging and peer feedback have been found to promote deep thinking. This article reports a research study about the effects of two different blog leader styles on students' deep thinking as…

A Turkish study of medical student learning styles.

Science.gov (United States)

Kalaca, S; Gulpinar, M

2011-12-01

A good understanding of the learning styles of students is necessary for optimizing the quality of the learning process. There are few studies in Turkey on the subject of the learning characteristics of medical students. The aim of this study was to define the learning patterns of Turkish medical students based on the Turkish version of Vermunts Inventory of Learning Styles (ILS). The Turkish version of the ILS was developed and administered to 532 medical students. Learning patterns were investigated using factor analysis. Internal consistencies of scales ranged from 0.43 to 0.80. The Turkish version of the ILS identified four learning styles among medical students. In comparing the pre-clinical and clinical phases of medical students related to mental models of learning, statistically significant differences (p learning characteristics: lack of regulation; certificate; self-test and ambivalent orientation; intake of knowledge; and use of knowledge. The Turkish version of the ILS can be used to identify learning styles of medical students. Our findings indicate an intermediate position for our students on a teacher-regulated to student-regulated learning continuum. A variety of teaching methods and learning activities should be provided in medical schools in order to address the range of learning styles.

A Study of the Relationships among Learning Styles, Participation Types, and Performance in Programming Language Learning Supported by Online Forums

Science.gov (United States)

Shaw, Ruey-Shiang

2012-01-01

This study is focused on the relationships among learning styles, participation types, and learning performance for programming language learning supported by an online forum. Kolb's learning style inventory was used in this study to determine a learner's learning type: "Diverger", "Assimilator", "Converger", and "Accommodator". Social Learning…

Learning styles in vertically integrated teaching.

Science.gov (United States)

Brumpton, Kay; Kitchener, Scott; Sweet, Linda

2013-10-01

With vertical integration, registrars and medical students attend the same educational workshops. It is not known whether these learners have similar or different learning styles related to their level of education within the medical training schema. This study aims to collect information about learning styles with a view to changing teaching strategies. If a significant difference is demonstrated this will impact on required approaches to teaching. The VARK learning inventory questionnaire was administered to 36 general practice registrars and 20 medical students. The learning styles were compared as individuals and then related to their level of education within the medical training schema. Students had a greater preference for multimodal learning compared with registrars (62.5 per cent versus 33.3 per cent, respectively). More than half of the registrars preferred uni or bimodal learning modalities, compared with one-third of the medical students. The present workshop format based on visual and aural material will not match the learning needs of most learners. This small study has shown that the majority of medical students and registrars could have their learning preferences better met by the addition of written material to the workshop series. Surprisingly, a significantly larger number of medical students than registrars appeared to be broadly multimodal in their learning style, and this warrants further research. © 2013 John Wiley & Sons Ltd.

Learning style and confidence: an empirical investigation of Japanese employees

OpenAIRE

Yoshitaka Yamazaki

2012-01-01

This study aims to examine how learning styles relate to employees' confidence through a view of Kolb's experiential learning theory. For this aim, an empirical investigation was conducted using the sample of 201 Japanese employees who work for a Japanese multinational corporation. Results illustrated that the learning style group of acting orientation described a significantly higher level of job confidence than that of reflecting orientation, whereas the two groups of feeling and thinking o...

Adaptive Learning and Thinking Style to Improve E-Learning Environment Using Neural Network (ALTENN) Model

OpenAIRE

Dagez, Hanan Ettaher; Ambarka, Ali Elghali

2015-01-01

 In recent years we have witnessed an increasingly heightened awareness of the potential benefits of adaptively in e-learning. This has been mainly driven by the realization that the ideal of individualized learning (i.e., learning tailored to the specific requirements and preferences of the individual) cannot be achieved, especially at a “massive” scale, using traditional approaches. In e-learning when the learning style of the student is not compatible with the teaching style of the teacher...

Learning Style Preferences of Gifted, Average- Ability, and Special Needs Students: A Multivariate Perspective.

Science.gov (United States)

Pyryt, Michael C.; Sandals, Lauran H.; Begoray, John

1998-01-01

Compared learning-style preferences of intellectually gifted, average-ability, and special-needs students on the Learning Style Inventory. Also examined the general differences among ability level and gender. Analyses indicated that gifted students preferred learning alone, being self-motivated, and using tactile learning approaches, and that…

Repurposeable Learning Objects Linked to Teaching and Learning Styles

Directory of Open Access Journals (Sweden)

Jeremy Dunning

2004-02-01

Full Text Available Multimedia learning objects are an essential component of high quality, technology-mediated instruction. Learning objects allow the student to use the content learned in a particular part of a course and; 1. demonstrate mastery of the content, 2. apply that knowledge to solving a problem, and 3. use the content in a critical thinking exercise that both demonstrates mastery and allows the student to place the content within the context of the larger topic of the course. The difficulty associated with the use of learning objects on a broad scale is that they require programming skills most professors and instructors do not possess. Learning objects also tend to be custom productions and are defined in terms of the programming and code terminology, further limiting the professor's ability to understand how they are created. Learning objects defined in terms of styles of learning and teaching allow professors and instructors to develop a deeper understanding of the learning objects and the design process. A set of learning objects has been created that are designed for some of the important styles of learning and teaching. They include; visual learning, writing skills, critical thinking, time-revealed scenarios, case studies and empirical observation. The learning objects are designed and described in terms that the average instructor can readily understand , redesign and incorporate into their own courses. They are also designed in such a way that they can readily be repurposed for new applications in other courses and subject areas, with little or no additional programming.

Learning Style and Attitude toward Computer among Iranian Medical Students

Directory of Open Access Journals (Sweden)

Seyedeh Shohreh Alavi

2016-02-01

Full Text Available Background and purpose: Presently, the method of medical teaching has shifted from lecture-based to computer-based. The learning style may play a key role in the attitude toward learning computer. The goal of this study was to study the relationship between the learning style and attitude toward computer among Iranian medical students.Methods: This cross-sectional study included 400 medical students. Barsch learning style inventory and a questionnaire on the attitude toward computer was sent to each student. The enthusiasm, anxiety, and overall attitude toward computer were compared among the different learning styles.Results: The response rate to the questionnaire was 91.8%. The distribution of learning styles in the students was 181 (49.3% visual, 106 (28.9% auditory, 27 (7.4% tactual, and 53 (14.4% overall. Visual learners were less anxious for computer use and showed more positive attitude toward computer. Sex, age, and academic grade were not associated with students’ attitude toward computer.Conclusions: The learning style is an important factor in the students’ attitude toward computer among medical students, which should be considered in planning computer-based learning programs.Keywords: LEARNING STYLE, ATTITUDE, COMPUTER, MEDICAL STUDENT, ANXIETY, ENTHUSIASM

Predicting Academic Success and Technological Literacy in Secondary Education: A Learning Styles Perspective

Science.gov (United States)

Avsec, Stanislav; Szewczyk-Zakrzewska, Agnieszka

2017-01-01

This paper aims to investigate the predictive validity of learning styles on academic achievement and technological literacy (TL). For this purpose, secondary school students were recruited (n = 150). An empirical research design was followed where the TL test was used with a learning style inventory measuring learning orientation, processing…

The Preferred Learning Styles of Neurosurgeons, Neurosurgery Residents, and Neurology Residents: Implications in the Neurosurgical Field.

Science.gov (United States)

Lai, Hung-Yi; Lee, Ching-Yi; Chiu, Angela; Lee, Shih-Tseng

2014-01-01

To delineate the learning style that best defines a successful practitioner in the field of neurosurgery by using a validated learning style inventory. The Kolb Learning Style Inventory, a validated assessment tool, was administered to all practicing neurosurgeons, neurosurgical residents, and neurology residents employed at Chang Gung Memorial Hospital, an institution that provides primary and tertiary clinical care in 3 locations, Linkou, Kaohsiung, and Chiayi. There were 81 participants who entered the study, and all completed the study. Neurosurgeons preferred the assimilating learning style (52%), followed by the diverging learning style (39%). Neurosurgery residents were slightly more evenly distributed across the learning styles; however, they still favored assimilating (32%) and diverging (41%). Neurology residents had the most clearly defined preferred learning style with assimilating (76%) obtaining the large majority and diverging (12%) being a distant second. The assimilating and diverging learning styles are the preferred learning styles among neurosurgeons, neurosurgery residents, and neurology residents. The assimilating learning style typically is the primary learning style for neurosurgeons and neurology residents. Neurosurgical residents start off with a diverging learning style and progress toward an assimilating learning style as they work toward becoming practicing neurosurgeons. The field of neurosurgery has limited opportunities for active experimentation, which may explain why individuals who prefer reflective observation are more likely to succeed in this field. Copyright © 2014 Elsevier Inc. All rights reserved.

Learning Styles.

Science.gov (United States)

Missouri Univ., Columbia. Coll. of Education.

Information is provided regarding major learning styles and other factors important to student learning. Several typically asked questions are presented regarding different learning styles (visual, auditory, tactile and kinesthetic, and multisensory learning), associated considerations, determining individuals' learning styles, and appropriate…

[Review of] Fashion - Philosophy for Everyone: Thinking with Style

DEFF Research Database (Denmark)

Langkjær, Michael Alexander

2013-01-01

Book review of Fashion - Philosophy for Everyone: Thinking with Style, edited by Jessica Wolfendale and Jeanette Kennett (Oxford: Wiley-Blackwell, 2011).......Book review of Fashion - Philosophy for Everyone: Thinking with Style, edited by Jessica Wolfendale and Jeanette Kennett (Oxford: Wiley-Blackwell, 2011)....

Learning Style Scales: a valid and reliable questionnaire

Directory of Open Access Journals (Sweden)

Abdolghani Abdollahimohammad

2014-08-01

Full Text Available Purpose: Learning-style instruments assist students in developing their own learning strategies and outcomes, in eliminating learning barriers, and in acknowledging peer diversity. Only a few psychometrically validated learning-style instruments are available. This study aimed to develop a valid and reliable learning-style instrument for nursing students. Methods: A cross-sectional survey study was conducted in two nursing schools in two countries. A purposive sample of 156 undergraduate nursing students participated in the study. Face and content validity was obtained from an expert panel. The LSS construct was established using principal axis factoring (PAF with oblimin rotation, a scree plot test, and parallel analysis (PA. The reliability of LSS was tested using Cronbach’s α, corrected item-total correlation, and test-retest. Results: Factor analysis revealed five components, confirmed by PA and a relatively clear curve on the scree plot. Component strength and interpretability were also confirmed. The factors were labeled as perceptive, solitary, analytic, competitive, and imaginative learning styles. Cronbach’s α was > 0.70 for all subscales in both study populations. The corrected item-total correlations were > 0.30 for the items in each component. Conclusion: The LSS is a valid and reliable inventory for evaluating learning style preferences in nursing students in various multicultural environments.

Learning Style Scales: a valid and reliable questionnaire.

Science.gov (United States)

Abdollahimohammad, Abdolghani; Ja'afar, Rogayah

2014-01-01

Learning-style instruments assist students in developing their own learning strategies and outcomes, in eliminating learning barriers, and in acknowledging peer diversity. Only a few psychometrically validated learning-style instruments are available. This study aimed to develop a valid and reliable learning-style instrument for nursing students. A cross-sectional survey study was conducted in two nursing schools in two countries. A purposive sample of 156 undergraduate nursing students participated in the study. Face and content validity was obtained from an expert panel. The LSS construct was established using principal axis factoring (PAF) with oblimin rotation, a scree plot test, and parallel analysis (PA). The reliability of LSS was tested using Cronbach's α, corrected item-total correlation, and test-retest. Factor analysis revealed five components, confirmed by PA and a relatively clear curve on the scree plot. Component strength and interpretability were also confirmed. The factors were labeled as perceptive, solitary, analytic, competitive, and imaginative learning styles. Cronbach's α was >0.70 for all subscales in both study populations. The corrected item-total correlations were >0.30 for the items in each component. The LSS is a valid and reliable inventory for evaluating learning style preferences in nursing students in various multicultural environments.

Surgical resident learning styles have changed with work hours.

Science.gov (United States)

Quillin, Ralph C; Cortez, Alexander R; Pritts, Timothy A; Hanseman, Dennis J; Edwards, Michael J; Davis, Bradley R

2016-01-01

The Accreditation Council for Graduate Medical Education instituted the 80-h workweek for residency programs in 2003. This presented a unique challenge for surgery residents who must acquire a medical and technical knowledge base during training. Therefore, learning should be delivered in an environment congruent with an individual's learning style. In this study, we evaluated the learning styles of general surgery residents to determine how learning styles changed after the implementation to the 80-h workweek. Kolb learning style inventory was taken by general surgery residents at the University of Cincinnati's Department of Surgery, and results from 1999-2012 were analyzed. Statistical analysis was performed using the chi-squared, logistic regression and Wilcoxon rank-sum test. Significance was defined as a P value of learning styles after the institution of the 80-h workweek to converging (43.9%) and accommodating (40.4%, P learning. This change paralleled the transition to a more team-based approach to patient care with the implementation of the 80-h workweek. These findings are important for surgical educators to consider in the development of surgical resident curriculum. Copyright © 2016 Elsevier Inc. All rights reserved.

Mathematical thinking styles of undergraduate students and their achievement in mathematics

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Risnanosanti

2017-08-01

The main purpose of this study is to analyze the role of mathematical thinking styles in students' achievement in mathematics. On the basis of this study, it is also to generate recommendation for classroom instruction. The two specific aims are; first to observe students' mathematical thinking styles during problem solving, the second to asses students' achievement in mathematics. The data were collected by using Mathematical Thinking Styles questionnaires and test of students' achievement in mathematics. The subject in this study was 35 students from third year at mathematics study program of Muhammadiyah University of Bengkulu in academic year 2016/2017. The result of this study was that the students have three mathematical thinking styles (analytic, visual, and integrated), and the students who have analytic styles have better achievement than those who have visual styles in mathematics.

Critical thinking in higher education: The influence of teaching styles and peer collaboration on science and math learning

Science.gov (United States)

Quitadamo, Ian Joseph

Many higher education faculty perceive a deficiency in students' ability to reason, evaluate, and make informed judgments, skills that are deemed necessary for academic and job success in science and math. These skills, often collected within a domain called critical thinking (CT), have been studied and are thought to be influenced by teaching styles (the combination of beliefs, behavior, and attitudes used when teaching) and small group collaborative learning (SGCL). However, no existing studies show teaching styles and SGCL cause changes in student CT performance. This study determined how combinations of teaching styles called clusters and peer-facilitated SGCL (a specific form of SGCL) affect changes in undergraduate student CT performance using a quasi-experimental pre-test/post-test research design and valid and reliable CT performance indicators. Quantitative analyses of three teaching style cluster models (Grasha's cluster model, a weighted cluster model, and a student-centered/teacher-centered cluster model) and peer-facilitated SGCL were performed to evaluate their ability to cause measurable changes in student CT skills. Based on results that indicated weighted teaching style clusters and peer-facilitated SGCL are associated with significant changes in student CT, we conclude that teaching styles and peer-facilitated SGCL influence the development of undergraduate CT in higher education science and math.

Personality Inventory Selection for Understanding Leadership Styles.

Science.gov (United States)

1987-06-05

justifies using personality inventories to identify leadership styles and it compares the Sixteen Personality Factor Questionnaire and the Myers-Briggs Type...Indicator for consideration by the ACSC. The study concludes the MBTI has better interpretive value for the understanding of leadership styles .

Describing the on-line graduate science student: An examination of learning style, learning strategy, and motivation

Science.gov (United States)

Spevak, Arlene J.

Research in science education has presented investigations and findings related to the significance of particular learning variables. For example, the factors of learning style, learning strategy and motivational orientation have been shown to have considerable impact upon learning in a traditional classroom setting. Although these data have been somewhat generous for the face-to-face learning situation, this does not appear to be the case for distance education, particularly the Internet-based environment. The purpose of this study was to describe the on-line graduate science student, regarding the variables of learning style, learning strategy and motivational orientation. It was believed that by understanding the characteristics of adult science learners and by identifying their learning needs, Web course designers and science educators could create on-line learning programs that best utilized students' strengths in learning science. A case study method using a questionnaire, inventories, telephone interviews and documents was applied to nine graduate science students who participated for ten weeks in an asynchronous, exclusively Internet mediated graduate science course at a large, Northeastern university. Within-case and cross-case analysis indicated that these learners displayed several categories of learning styles as well as learning strategies. The students also demonstrated high levels of both intrinsic and extrinsic motivation, and this, together with varying strategy use, may have compensated for any mismatch between their preferred learning styles and their learning environment. Recommendations include replicating this study in other online graduate science courses, administration of learning style and learning strategy inventories to perspective online graduate science students, incorporation of synchronous communication into on-line science courses, and implementation of appropriate technology that supports visual and kinesthetic learners. Although

A cross-sectional study of learning styles among continuing medical education participants.

Science.gov (United States)

Collins, C Scott; Nanda, Sanjeev; Palmer, Brian A; Mohabbat, Arya B; Schleck, Cathy D; Mandrekar, Jayawant N; Mahapatra, Saswati; Beckman, Thomas J; Wittich, Christopher M

2018-04-27

Experiential learning has been suggested as a framework for planning continuing medical education (CME). We aimed to (1) determine participants' learning styles at traditional CME courses and (2) explore associations between learning styles and participant characteristics. Cross-sectional study of all participants (n = 393) at two Mayo Clinic CME courses who completed the Kolb Learning Style Inventory and provided demographic data. A total of 393 participants returned 241 surveys (response rate, 61.3%). Among the 143 participants (36.4%) who supplied complete demographic and Kolb data, Kolb learning styles included diverging (45; 31.5%), assimilating (56; 39.2%), converging (8; 5.6%), and accommodating (34; 23.8%). Associations existed between learning style and gender (p = 0.02). For most men, learning styles were diverging (23 of 63; 36.5%) and assimilating (30 of 63; 47.6%); for most women, diverging (22 of 80; 27.5%), assimilating (26 of 80; 32.5%), and accommodating (26 of 80; 32.5%). Internal medicine and psychiatry CME participants had diverse learning styles. Female participants had more variation in their learning styles than men. Teaching techniques must vary to appeal to all learners. The experiential learning theory sequentially moves a learner from Why? to What? to How? to If? to accommodate learning styles.

Analysis of dermatology resident self-reported successful learning styles and implications for core competency curriculum development.

Science.gov (United States)

Stratman, Erik J; Vogel, Curt A; Reck, Samuel J; Mukesh, Bickol N

2008-01-01

There are different teaching styles for delivering competency-based curricula. The education literature suggests that learning is maximized when teaching is delivered in a style preferred by learners. To determine if dermatology residents report learning style preferences aligned with adult learning. Dermatology residents attending an introductory cutaneous biology course completed a learning styles inventory assessing self-reported success in 35 active and passive learning activities. The 35 learning activities were ranked in order of preference by learners. Mean overall ratings for active learning activities were significantly higher than for passive learning activities (P = 0.002). Trends in dermatology resident learning style preferences should be considered during program curriculum development. Programs should integrate a variety of curriculum delivery methods to accommodate various learning styles, with an emphasis on the active learning styles preferred by residents.

Self-directed learning readiness and learning styles among Saudi undergraduate nursing students.

Science.gov (United States)

El-Gilany, Abdel-Hady; Abusaad, Fawzia El Sayed

2013-09-01

Self-directed learning has become a focus for nursing education in the past few decades due to the complexity and changes in nursing profession development. On the other hand, the Kolb's learning style could identify student's preference for perceiving and processing information. This study was performed to determine Saudi nursing students' readiness for self-directed learning; to identify their learning styles and to find out the relation between these two concepts. Cross-sectional descriptive study. Nursing department of faculty of Applied Medical Sciences, Al-Jouf University, Saudi Arabia. Two hundred and seventy-five undergraduate Saudi nursing students. Data was collected using self-administered questionnaires covering the demographic features of students, Fisher's self-directed learning readiness (SDLR) scale, and the Kolb's learning styles inventory. The mean scores of self-management, desire for learning, self-control and the overall SDLR were 51.3 ± 5.9, 48.4 ± 5.5, 59.9 ± 6.7, and 159.6 ± 13.8; respectively. About 77% (211) of students have high level of SDLR. The percentages of converger, diverger, assimilator and accommodator learning styles are 35.6%, 25.8%, 25.55% and 13.1%; respectively. The mean score of self-management, desire for learning, self-control and overall SDLR scale did not vary with any of the studied variables. There is no association between the level of SDLR and the learning styles. The high level of SDLR and the dominant converger learning style among undergraduate nursing students will have a positive implication for their education and post-employment continuing nursing education. Copyright © 2012 Elsevier Ltd. All rights reserved.

The Learning Styles Myth is Thriving in Higher Education

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Newton, Philip M.

2015-01-01

The existence of ‘Learning Styles’ is a common ‘neuromyth’, and their use in all forms of education has been thoroughly and repeatedly discredited in the research literature. However, anecdotal evidence suggests that their use remains widespread. This perspective article is an attempt to understand if and why the myth of Learning Styles persists. I have done this by analyzing the current research literature to capture the picture that an educator would encounter were they to search for “Learning Styles” with the intent of determining whether the research evidence supported their use. The overwhelming majority (89%) of recent research papers, listed in the ERIC and PubMed research databases, implicitly or directly endorse the use of Learning Styles in Higher Education. These papers are dominated by the VAK and Kolb Learning Styles inventories. These presence of these papers in the pedagogical literature demonstrates that an educator, attempting to take an evidence-based approach to education, would be presented with a strong yet misleading message that the use of Learning Styles is endorsed by the current research literature. This has potentially negative consequences for students and for the field of education research. PMID:26696947

The Japanese Criminal Thinking Inventory: Development, Reliability, and Initial Validation of a New Scale for Assessing Criminal Thinking in a Japanese Offender Population.

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Kishi, Kaori; Takeda, Fumi; Nagata, Yuko; Suzuki, Junko; Monma, Takafumi; Asanuma, Tohru

2015-11-01

Using a sample of 116 Japanese men who had been placed under parole/probationary supervision or released from prison, the present study examined standardization, reliability, and validation of the Japanese Criminal Thinking Inventory (JCTI) that was based on the short form of the Psychological Inventory of Criminal Thinking Styles (PICTS), a self-rating instrument designed to evaluate cognitive patterns specific to criminal conduct. An exploratory factor analysis revealed that four dimensions adequately captured the structure of the JCTI, and the resultant 17-item JCTI demonstrated high internal consistency. Compared with the Japanese version of the Buss-Perry Aggression Questionnaire (BAQ), the JCTI showed a favorable pattern of criterion-related validity. Prior criminal environment and drug abuse as the most recent offense also significantly correlated with the JCTI total score. Overall, the JCTI possesses an important implication for offender rehabilitation as it identifies relevant cognitive targets and assesses offender progress. © The Author(s) 2014.

Identification of the Learning Styles and "On-the-Job" Learning Methods Implemented by Nurses for Promoting Their Professional Knowledge and Skills.

Science.gov (United States)

Rassin, Michal; Kurzweil, Yaffa; Maoz, Yael

2015-05-09

The aim of this study was to identify the learning styles and methods used by nurses to promote their professional knowledge and skills. 928 nurses from 11 hospitals across Israel completed 2 questionnaires, (1) Kolb's Learning Style Inventory, Version 3.1. and (2) the On-The-Job Learning Styles Questionnaire for the Nursing Profession. The most common learning style was the convergent style. The other learning styles were rated in the following descending order: accommodation, assimilation, and divergence. The on-the-job learning style consistently ranked highest was experience of relevant situations. On the other hand, seeking knowledge from books, journals, television, or the Internet was ranked lowest on all the indicators examined. With respect to general and on-the-job learning styles, statistically significant differences were found between groups of nurses by: country of birth, gender, department, age, education, and role. Nurses required to take more personal responsibility for their own professional development by deepening their self-learning skills.

Iranian Validation of the Identity Style Inventory

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Crocetti, Elisabetta; Shokri, Omid

2010-01-01

The purpose of this study was to validate the Iranian version of the Identity Style Inventory (ISI). Participants were 376 (42% males) university students. Confirmatory factor analyses revealed a clear three-factor structure of identity style and a mono-factor structure of commitment in the overall sample as well as in gender subgroups. Convergent…

Paramedic Learning Style Preferences and Continuing Medical Education Activities: A Cross-Sectional Survey Study.

Science.gov (United States)

Staple, Louis; Carter, Alix; Jensen, Jan L; Walker, Mark

2018-01-01

Paramedics participate in continuing medical education (CME) to maintain their skills and knowledge. An understanding of learning styles is important for education to be effective. This study examined the preferred learning styles of ground ambulance paramedics and describes how their preferred learning styles relate to the elective CME activities these paramedics attend. All paramedics (n=1,036) employed in a provincial ground ambulance service were invited to participate in a survey containing three parts: demographics, learning style assessed by the Kolb Learning Style Inventory (LSI), and elective CME activity. 260 paramedics (25%) participated in the survey. Preferred learning styles were: assimilator, 28%; diverger, 25%; converger, 24%; and accommodator, 23%. Advanced life support (ALS) providers had a higher proportion of assimilators (36%), and basic life support (BLS) providers had a higher proportion of divergers (30%). The learning style categories of CME activities attended by paramedics were: assimilators, 25%; divergers, 26%; convergers, 25%; and accommodators, 24%. These results suggest that paramedics are a diverse group of learners, and learning style differs within their demographics. Paramedics attend CME activities that complement all learning styles. Organizations providing education opportunities to paramedics should consider paramedics a diverse learning group when designing their CME programs.

Learning style preferences of nursing students at two universities in Iran and Malaysia.

Science.gov (United States)

Abdollahimohammad, Abdolghani; Ja'afar, Rogayah

2014-01-01

Learning style preferences vary within the nursing field and there is no consensus on a predominant learning style preference in nursing students. The current study compared the learning style preferences of nursing students at two universities in Iran and Malaysia. A purposive sampling method was used to collect data from the two study populations. Data were collected using the Learning Style Scale (LSS), which is a valid and reliable inventory. The LSS consists of 22 items with five subscales including perceptive, solitary, analytic, imaginative, and competitive. The questionnaires were distributed at the end of the academic year during regular class time for optimum response. The Mann-Whitney U-test was used to compare the learning style preferences between the two study populations. A significant difference was found in perceptive, solitary, and analytic learning styles between two groups of nursing students. However, there was no significant difference in imaginative and competitive learning styles between the two groups. Most of the students were in the middle range of the learning styles. There were similarities and differences in learning style preferences between Zabol Medical Sciences University (ZBMU) and University Sains Malaysia (USM) nursing students. The USM nursing students were more sociable and analytic learners, whereas the ZBMU nursing students were more solitary and perceptive learners.

Augmented Reality, Virtual Reality and Their Effect on Learning Style in the Creative Design Process

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Chandrasekera, Tilanka; Yoon, So-Yeon

2018-01-01

Research has shown that user characteristics such as preference for using an interface can result in effective use of the interface. Research has also suggested that there is a relationship between learner preference and creativity. This study uses the VARK learning styles inventory to assess students learning style then explores how this learning…

Surgical resident learning styles: faculty and resident accuracy at identification of preferences and impact on ABSITE scores.

Science.gov (United States)

Kim, Roger H; Gilbert, Timothy; Ristig, Kyle; Chu, Quyen D

2013-09-01

As a consequence of surgical resident duty hour restrictions, there is a need for faculty to utilize novel teaching methods to convey information in a more efficient manner. The current paradigm of surgical training, which has not changed significantly since the time of Halsted, assumes that all residents assimilate information in a similar fashion. However, recent data has shown that learners have preferences for the ways in which they receive and process information. The VARK model categorizes learners as visual (V), aural (A), read/write (R), and kinesthetic (K). The VARK learning style preferences of surgical residents have not been previously evaluated. In this study, the preferred learning styles of general surgery residents were determined, along with faculty and resident perception of resident learning styles. In addition, we hypothesized that American Board of Surgery In-Training Exam (ABSITE) scores are associated with preference for a read/write (R) learning style. The Fleming VARK learning styles inventory was administered to all general surgery residents at a university hospital-based program. Responses on the inventory were scored to determine the preferred learning style for each resident. Faculty members were surveyed to determine their accuracy in identifying the preferred learning style of each resident. All residents were also surveyed to determine their accuracy in identifying their peers' VARK preferences. Resident ABSITE scores were examined for association with preferred learning styles. Twenty-nine residents completed the inventory. Most (18 of 29, 62%) had a multimodal preference, although more than a third (11 of 29, 38%) demonstrated a single-modality preference. Seventy-six percent of all residents (22 of 29) had some degree of kinesthetic (K) learning, while under 50% (14 of 29) were aural (A) learners. Although not significant, dominant (R) learners had the highest mean ABSITE scores. Faculty identified residents' learning styles

Cross-Cultural Equivalency of the California Critical Thinking Disposition Inventory

Science.gov (United States)

Iskifoglu, Gökhan

2014-01-01

This study describes the cross-cultural applicability of a multidimensional inventory of students' evaluation of critical thinking dispositions (California Critical Thinking Disposition Inventory). The goal was to assess the cross-cultural psychometric equivalency of the CCTDI through testing measurement invariance across American and Turkish…

Student’s rigorous mathematical thinking based on cognitive style

Science.gov (United States)

Fitriyani, H.; Khasanah, U.

2017-12-01

The purpose of this research was to determine the rigorous mathematical thinking (RMT) of mathematics education students in solving math problems in terms of reflective and impulsive cognitive styles. The research used descriptive qualitative approach. Subjects in this research were 4 students of the reflective and impulsive cognitive style which was each consisting male and female subjects. Data collection techniques used problem-solving test and interview. Analysis of research data used Miles and Huberman model that was reduction of data, presentation of data, and conclusion. The results showed that impulsive male subjects used three levels of the cognitive function required for RMT that were qualitative thinking, quantitative thinking with precision, and relational thinking completely while the other three subjects were only able to use cognitive function at qualitative thinking level of RMT. Therefore the subject of impulsive male has a better RMT ability than the other three research subjects.

Learning style preferences of nursing students at two universities in Iran and Malaysia

Directory of Open Access Journals (Sweden)

Abdolghani Abdollahimohammad

2014-11-01

Full Text Available Purpose: Learning style preferences vary within the nursing field and there is no consensus on a predominant learning style preference in nursing students. The current study compared the learning style preferences of nursing students at two universities in Iran and Malaysia. Methods: A purposive sampling method was used to collect data from the two study populations. Data were collected using the Learning Style Scale (LSS, which is a valid and reliable inventory. The LSS consists of 22 items with five subscales including perceptive, solitary, analytic, imaginative, and competitive. The questionnaires were distributed at the end of the academic year during regular class time for optimum response. The Mann-Whitney U-test was used to compare the learning style preferences between the two study populations. Results: A significant difference was found in perceptive, solitary, and analytic learning styles between two groups of nursing students. However, there was no significant difference in imaginative and competitive learning styles between the two groups. Most of the students were in the middle range of the learning styles. Conclusion: There were similarities and differences in learning style preferences between Zabol Medical Sciences University (ZBMU and University Sains Malaysia (USM nursing students. The USM nursing students were more sociable and analytic learners, whereas the ZBMU nursing students were more solitary and perceptive learners.

Investigating the Relationship between Pre-School Teachers’ Problem Solving Skills andTheir Epistemological Beliefs, Creativity Levels and Thinking Styles

Directory of Open Access Journals (Sweden)

Hamdenur Uzunoğlu

2014-12-01

Full Text Available This study aims to investigate whether the epistemological beliefs, creativity levels and thinking styles of pre-school teachers are significant predictors of their problem solving skills and in accordance with this purpose, a correlational survey design was used. The sample of this study consists of 155 pre school teachers working in Isparta in the school year 2011-2012. As data collection tools, “Problem Solving Inventory”, “Epistemological Beliefs Scale, “How Creative Are You?” and lastly, “Thinking Styles Inventory” were used. Data were analyzed by stepwise multiple regression analysis. In this study, it has been found that problem solving skills of the teachers are a significant predictor of preschool teachers’ perceptions of their creativity levels positively and perceptions of their conventional thinking styles negatively in the belief that learning depends on ability.

The relationship between learning preferences (styles and approaches) and learning outcomes among pre-clinical undergraduate medical students.

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Liew, Siaw-Cheok; Sidhu, Jagmohni; Barua, Ankur

2015-03-11

Learning styles and approaches of individual undergraduate medical students vary considerably and as a consequence, their learning needs also differ from one student to another. This study was conducted to identify different learning styles and approaches of pre-clinical, undergraduate medical students and also to determine the relationships of learning preferences with performances in the summative examinations. A cross-sectional study was conducted among randomly selected 419 pre-clinical, undergraduate medical students of the International Medical University (IMU) in Kuala Lumpur. The number of students from Year 2 was 217 while that from Year 3 was 202. The Visual, Auditory, Read/Write, Kinesthetic (VARK) and the Approaches and Study Skills Inventory for Students (ASSIST) questionnaires were used for data collection. This study revealed that 343 students (81.9%) had unimodal learning style, while the remaining 76 (18.1%) used a multimodal learning style. Among the unimodal learners, a majority (30.1%) were of Kinesthetic (K) type. Among the middle and high achievers in summative examinations, a majority had unimodal (Kinaesthetic) learning style (30.5%) and were also strategic/deep learners (79.4%). However, the learning styles and approaches did not contribute significantly towards the learning outcomes in summative examinations. A majority of the students in this study had Unimodal (Kinesthetic) learning style. The learning preferences (styles and approaches) did not contribute significantly to the learning outcomes. Future work to re-assess the viability of these learning preferences (styles and approaches) after the incorporation of teaching-learning instructions tailored specifically to the students will be beneficial to help medical teachers in facilitating students to become more capable learners.

Student personality and learning styles: A comparison between radiation therapy and medical imaging undergraduate students in New Zealand

International Nuclear Information System (INIS)

Dungey, G.; Yielder, J.

2017-01-01

This study investigated the learning styles and personality type of undergraduate radiation therapy students at the University of Otago, Wellington (UOW) in New Zealand (NZ) to ascertain whether there is a pattern evidenced for this group and how that might compare with NZ medical imaging students. All students enrolled in the first year of the Bachelor of Radiation Therapy degree from 2014 to 2016 at the UOW were invited to participate in this research. The test tool was the Paragon Learning Style Inventory (PLSI), which is a standardised questionnaire adapted from the Myers-Briggs Type Indicator (MBTI). All students who participated in the workshops consented for their data to be used for this project. The current study is longitudinal, and will continue for five years in total. The initial findings indicate that the cohorts of RT students exhibit personality and learning style preferences similar in Introversion/Extraversion and Thinking/Feeling to the proportion expected in the normal population. However, the Sensing/Intuition and Judging/Perceiving dichotomies show some similarities to the medical imaging students studied, who fell considerably outside that expected in the normal population. Overall, the dominant preference combinations identified, although different in degree, were similar to those of medical imaging students. The continuation of the radiation therapy study is important to ascertain more fully whether the results are particular to these cohorts of students or are trending towards showing a pattern of personality and learning style within the profession. - Highlights: • RT students are likely to have personality types that enable them to be caring, dependable, and good team-players. • When under stress, RT students may catastrophise, blame others, and exhibit a decrease in efficiency. • Low job satisfaction and burnout is possible without a balanced team that includes the vision from intuitive leaders. • Educators need to encourage

The effect of surgical resident learning style preferences on American Board of Surgery In-training Examination scores.

Science.gov (United States)

Kim, Roger H; Gilbert, Timothy; Ristig, Kyle

2015-01-01

There is a growing body of literature that suggests that learners assimilate information differently, depending on their preferred learning style. The VARK model categorizes learners as visual (V), aural (A), read/write (R), kinesthetic (K), or multimodal (MM). We hypothesized that resident VARK learning style preferences and American Board of Surgery In-Training Examination (ABSITE) performance are associated. The Fleming VARK learning styles inventory was administered to all general surgery residents at a university hospital-based program each year to determine their preferred learning style. Resident scores from the 2012 and 2013 ABSITE were examined to identify any correlation with learning style preferences. Over a 2-year period, residents completed 53 VARK inventory assessments. Most (51%) had a multimodal preference. Dominant aural and read/write learners had the lowest and highest mean ABSITE scores, respectively (p = 0.03). Residents with dominant read/write learning preferences perform better on the ABSITE than their peers did, whereas residents with dominant aural learning preferences underperform on the ABSITE. This may reflect an inherent and inadvertent bias of the examination against residents who prefer to learn via aural modalities. Copyright © 2015 Association of Program Directors in Surgery. Published by Elsevier Inc. All rights reserved.

Evaluating linear-nonlinear thinking style for knowledge management education

OpenAIRE

Constantin Bratianu; Simona Vasilache

2009-01-01

The purpose of this paper is to present a new perspective of the linear-nonlinear thinking style and its critical role in knowledge management education. Previous works in this field identified linear thinking as being rational, logic and analytic, and nonlinear thinking as being based on intuition, insight and creativity. In this perspective, linear thinking is related mostly with cognitive intelligence, while nonlinear thinking is related mostly with emotional intelligence. These interpreta...

A study of the relationship between learning styles and cognitive abilities in engineering students

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Hames, E.; Baker, M.

2015-03-01

Learning preferences have been indirectly linked to student success in engineering programmes, without a significant body of research to connect learning preferences with cognitive abilities. A better understanding of the relationship between learning styles and cognitive abilities will allow educators to optimise the classroom experience for students. The goal of this study was to determine whether relationships exist between student learning styles, as determined by the Felder-Soloman Inventory of Learning Styles (FSILS), and their cognitive performance. Three tests were used to assess student's cognitive abilities: a matrix reasoning task, a Tower of London task, and a mental rotation task. Statistical t-tests and correlation coefficients were used to quantify the results. Results indicated that the global-sequential, active-referential, and visual-verbal FSILS learning styles scales are related to performance on cognitive tasks. Most of these relationships were found in response times, not accuracy. Differences in task performance between gender groups (male and female) were more notable than differences between learning styles groups.

Do general practitioners' risk-taking propensities and learning styles influence their continuing medical education preferences?

Science.gov (United States)

Robinson, Geoffrey

2002-01-01

US studies have shown that a clinician's risk-taking propensity significantly predicts clinical behaviour. Other US studies examining relationships between family practice doctors' preferences for CME and their Kolb learning style have described conflicting findings. The aim of the present study was to investigate GPs' learning styles, risk-taking propensities and CME preferences, and to explore links between them. A descriptive confidential cross-sectional postal questionnaire survey of the 304 general practitioner principals within Portsmouth and South East Hampshire Health Authority was conducted. Two hundred and seventy-four GPs returned questionnaires, a response rate of 90.1%. The Kolb learning style types were assimilators 43.8% (predominant learning abilities watching and thinking), divergers 21.1% (feeling and watching), convergers 18.3% (doing and thinking), and accommodators 16.8% (doing and feeling). The Pearson risk-taking propensities were 65.8% risk neutral, 19.4% risk seeking and 14.8% risk averse. Risk-seeking GPs were significantly more likely to be accommodators or convergers than divergers or assimilators (p = 0.006). Majorities of 54.9% stated that the present PGEA system works well, 85% welcomed feedback from their peers, and 76.8% stated that learning should be an activity for all the practice team. Further majorities would welcome help to decide their learning needs (63.8%) and are looking to judge CME effectiveness by changes in GP performance or patient care (54.8%). Further significant correlations and cross-tabulations were found between learning style and risk-taking and CME attitudes, experiences and preferences. It is concluded that risk seekers and accommodators (doing and feeling) prefer feedback, interaction and practical hands-on learning, and assimilators (watching and thinking) and the risk averse tend towards lectures, theoretical learning formats and less interactive activities. Sharing feelings in groups may be difficult for

Comparing Science Virtual and Paper-Based Test to Measure Students’ Critical Thinking based on VAK Learning Style Model

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Rosyidah, T. H.; Firman, H.; Rusyati, L.

2017-02-01

This research was comparing virtual and paper-based test to measure students’ critical thinking based on VAK (Visual-Auditory-Kynesthetic) learning style model. Quasi experiment method with one group post-test only design is applied in this research in order to analyze the data. There was 40 eight grade students at one of public junior high school in Bandung becoming the sample in this research. The quantitative data was obtained through 26 questions about living thing and environment sustainability which is constructed based on the eight elements of critical thinking and be provided in the form of virtual and paper-based test. Based on analysis of the result, it is shown that within visual, auditory, and kinesthetic were not significantly difference in virtual and paper-based test. Besides, all result was supported by quistionnaire about students’ respond on virtual test which shows 3.47 in the scale of 4. Means that student showed positive respond in all aspet measured, which are interest, impression, and expectation.

Teaching Styles, Learning Styles and the ESP Classroom

Directory of Open Access Journals (Sweden)

Mei Ph’ng Lee

2018-01-01

Full Text Available Learner diversity that exists in the classroom plays a role in influencing the teaching and learning process in the classroom. It should be acknowledged in order for the teaching and learning process to be a meaningful and effective process. Thus, this study examined the learning styles preference of engineering students and the teaching styles preferences of their Technical Communication lecturers. The study also looked at whether the students’ learning styles preferences were influenced by their field of study, gender and ethnic backgrounds. Felder and Solomon’s Index of Learning Styles was administered to 588 engineering students while Grasha and Riechmann-Hruska’s Teaching Style Survey was administered to 10 Technical Communication lecturers. The findings revealed that the students have a marked preference for the visual learning style but balanced preferences for the other learning styles dimensions. The students’ field of study, gender and ethnic backgrounds did not seem to influence the students’ learning styles preferences. As for their Technical Communication lecturers, they seem to favour the student-centered teaching approach. All the data support the notion of adopting a balanced teaching approach in the Technical Communication classroom.

Learning styles of preclinical students in a medical college in western Nepal.

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Shankar, P R; Dubey, A K; Binu, V S; Subish, P; Deshpande, V Y

2006-01-01

Information on the learning styles of medical students are lacking in medical colleges in Nepal. Learning styles may be associated with student understanding and may predict success in examination. The present study was carried out to obtain information on learning styles and preferences for teaching of fourth semester medical students and note the association, if any, between respondents' personal characteristics and preferences for learning styles and types of teaching. The correlation between preferences for learning styles and types of teaching and performance in the second year university examination was also explored. The study was carried out during October 2003 at the Manipal College of Medical Sciences, Pokhara, Nepal using the Approaches and Study Skills Inventory (ASSIST) instrument. Information on the respondents' personal characteristics was collected. Respondents had to indicate their degree of agreement with a set of statements using a modified Likert-type scale. The statements were grouped into three main learning styles and two types of teaching. The median scores among different subgroups of respondents were compared using appropriate non-parametric tests (peducated in English medium schools. The median scores for deep and surface learning styles were 64 and 49 respectively (maximum score=80). The scores for strategic learning was 75.5 (maximum score=100). There was no clear preference for any particular type of teaching. Indian students used more surface apathetic learning strategies compared to others. There was a negative correlation between surface learning and marks obtained in the final examination. The students mainly used deep and strategic learning styles. Differences in preference for learning styles and types of teaching were noted according the respondents' personal characteristics. This was a preliminary study and further studies are required.

Student personality and learning styles: A comparison between radiation therapy and medical imaging undergraduate students in New Zealand.

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Dungey, G; Yielder, J

2017-05-01

This study investigated the learning styles and personality type of undergraduate radiation therapy students at the University of Otago, Wellington (UOW) in New Zealand (NZ) to ascertain whether there is a pattern evidenced for this group and how that might compare with NZ medical imaging students. All students enrolled in the first year of the Bachelor of Radiation Therapy degree from 2014 to 2016 at the UOW were invited to participate in this research. The test tool was the Paragon Learning Style Inventory (PLSI), which is a standardised questionnaire adapted from the Myers-Briggs Type Indicator (MBTI). All students who participated in the workshops consented for their data to be used for this project. The current study is longitudinal, and will continue for five years in total. The initial findings indicate that the cohorts of RT students exhibit personality and learning style preferences similar in Introversion/Extraversion and Thinking/Feeling to the proportion expected in the normal population. However, the Sensing/Intuition and Judging/Perceiving dichotomies show some similarities to the medical imaging students studied, who fell considerably outside that expected in the normal population. Overall, the dominant preference combinations identified, although different in degree, were similar to those of medical imaging students. The continuation of the radiation therapy study is important to ascertain more fully whether the results are particular to these cohorts of students or are trending towards showing a pattern of personality and learning style within the profession. Copyright © 2016 The College of Radiographers. Published by Elsevier Ltd. All rights reserved.

The Impact of Explicit Instruction about the Nature of Personal Learning Style on First-Year Students' Perceptions of Successful Learning

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Nickles, David A.

2003-01-01

This research examines how first-year students' conceptualizations of personal learning theories changed as a result of instruction on learning styles. Students drew concept maps to organize their perceptions related to being successful learners. After completing learning inventories, students completed another concept map using the original…

The importance of thinking styles in predicting binge eating.

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Nikčević, A V; Marino, C; Caselli, G; Spada, M M

2017-08-01

Impulsivity, Body Mass Index, negative emotions and irrational food beliefs are often reported as predictors of binge eating. In the current study we explored the role played by two thinking styles, namely food thought suppression and desire thinking, in predicting binge eating among young adults controlling for established predictors of this condition. A total of 338 university students (268 females) participated in this study by completing a battery of questionnaires measuring the study variables. Path analysis revealed that impulsivity was not associated with binge eating, that Body Mass Index and negative emotions predicted binge eating, and that irrational food beliefs only influenced binge eating via food thought suppression and desire thinking. In conclusion, thinking styles appear an important predictor of binge eating and they should be taken into consideration when developing clinical interventions for binge eating. Copyright © 2017 Elsevier Ltd. All rights reserved.

Values and learning styles of postgraduate public health students in Mexico.

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Palacios-Hernández, Bruma; Idrovo, Alvaro J; Magaña-Valladares, Laura

This study identifies learning values and styles of students at the National Institute of Public Health in Mexico (2009-2011). The values described by Allport-Vernon-Lindser and the Learning Style Inventory were used to classify the students. Assimilating learning was identified as more frequent among students, without differences noted in either type of program. As regards values, the theoretical value was well above other values in research-oriented programs, while students of programs focusing on professional development mainly expressed a social value. A significant difference in the social value of accepted and rejected students was found, with the highest levels in the first group. The assimilator learning style was frequent among public health students. The most significant values in each type of program are consistent with the educational areas of focus and the type of work to be developed after graduating from the courses.

Instructional strategies for online introductory college physics based on learning styles

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Ekwue, Eleazer U.

The practical nature of physics and its reliance on mathematical presentations and problem solving pose a challenge toward presentation of the course in an online environment for effective learning experience. Most first-time introductory college physics students fail to grasp the basic concepts of the course and the problem solving skills if the instructional strategy used to deliver the course is not compatible with the learners' preferred learning styles. This study investigates the effect of four instructional strategies based on four learning styles (listening, reading, iconic, and direct-experience) to improve learning for introductory college physics in an online environment. Learning styles of 146 participants were determined with Canfield Learning Style inventory. Of the 85 learners who completed the study, research results showed a statistically significant increase in learning performance following the online instruction in all four learning style groups. No statistically significant differences in learning were found among the four groups. However, greater significant academic improvement was found among learners with iconic and direct-experience modes of learning. Learners in all four groups expressed that the design of the unit presentation to match their individual learning styles contributed most to their learning experience. They were satisfied with learning a new physics concept online that, in their opinion, is either comparable or better than an instructor-led classroom experience. Findings from this study suggest that learners' performance and satisfaction in an online introductory physics course could be improved by using instructional designs that are tailored to learners' preferred ways of learning. It could contribute toward the challenge of providing viable online physics instruction in colleges and universities.

To What Extent Can the Big Five and Learning Styles Predict Academic Achievement

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Köseoglu, Yaman

2016-01-01

Personality traits and learning styles play defining roles in shaping academic achievement. 202 university students completed the Big Five personality traits questionnaire and the Inventory of Learning Processes Scale and self-reported their grade point averages. Conscientiousness and agreeableness, two of the Big Five personality traits, related…

Effects of Noise on English Listening Comprehension among Chinese College Students with Different Learning Styles

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Yang, Xiaohu; Jiang, Meng; Zhao, Yong

2017-01-01

This study was intended to determine whether the effects of noise on English listening comprehension would vary among Chinese college students with different learning styles. A total of 89 participants with different learning styles measured using Kolb’s (1985) Learning Style Inventory finished English listening comprehension tests in quiet and in white noise, Chinese two-talker babble, and English two-talker babble respectively. The results showed that the participants in general had significantly poorer performance in the two babble conditions than in quiet and white noise. However, the participants with assimilative and divergent learning styles performed relatively better in Chinese babble, and exhibited stable performance across the three noisy conditions, while the participants with convergent and accommodative learning styles had more impaired performance in both Chinese babble and English babble than in white noise. Moreover, of Kolb’s four learning modes, reflective observation had a facilitative effect on listening performance in Chinese babble and English babble. These findings suggest that differences in learning style might lead to differential performance in foreign language listening comprehension in noise. PMID:29085317

Effects of Noise on English Listening Comprehension among Chinese College Students with Different Learning Styles.

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Yang, Xiaohu; Jiang, Meng; Zhao, Yong

2017-01-01

This study was intended to determine whether the effects of noise on English listening comprehension would vary among Chinese college students with different learning styles. A total of 89 participants with different learning styles measured using Kolb's (1985) Learning Style Inventory finished English listening comprehension tests in quiet and in white noise, Chinese two-talker babble, and English two-talker babble respectively. The results showed that the participants in general had significantly poorer performance in the two babble conditions than in quiet and white noise. However, the participants with assimilative and divergent learning styles performed relatively better in Chinese babble, and exhibited stable performance across the three noisy conditions, while the participants with convergent and accommodative learning styles had more impaired performance in both Chinese babble and English babble than in white noise. Moreover, of Kolb's four learning modes, reflective observation had a facilitative effect on listening performance in Chinese babble and English babble. These findings suggest that differences in learning style might lead to differential performance in foreign language listening comprehension in noise.

Learning Style as a Predictor of First-Time NCLEX-RN Success: Implications for Nurse Educators.

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Lown, Susan G; Hawkins, Lee Ann

Improving NCLEX-RN® pass rates remains a priority for nursing programs. Many programs collect learning style inventory data, yet few studies have looked at relationships between these data and NCLEX-RN pass/fail rates. Learning style preferences (visual, auditory, tactile, individual, group) and NCLEX pass/fail results were examined for 532 undergraduates in a Midwestern university. A significant correlation between preference for group learning and failure of the NCLEX was found (χ = 5.99, P = .05).

Pediatric residents' learning styles and temperaments and their relationships to standardized test scores.

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Tuli, Sanjeev Y; Thompson, Lindsay A; Saliba, Heidi; Black, Erik W; Ryan, Kathleen A; Kelly, Maria N; Novak, Maureen; Mellott, Jane; Tuli, Sonal S

2011-12-01

Board certification is an important professional qualification and a prerequisite for credentialing, and the Accreditation Council for Graduate Medical Education (ACGME) assesses board certification rates as a component of residency program effectiveness. To date, research has shown that preresidency measures, including National Board of Medical Examiners scores, Alpha Omega Alpha Honor Medical Society membership, or medical school grades poorly predict postresidency board examination scores. However, learning styles and temperament have been identified as factors that 5 affect test-taking performance. The purpose of this study is to characterize the learning styles and temperaments of pediatric residents and to evaluate their relationships to yearly in-service and postresidency board examination scores. This cross-sectional study analyzed the learning styles and temperaments of current and past pediatric residents by administration of 3 validated tools: the Kolb Learning Style Inventory, the Keirsey Temperament Sorter, and the Felder-Silverman Learning Style test. These results were compared with known, normative, general and medical population data and evaluated for correlation to in-service examination and postresidency board examination scores. The predominant learning style for pediatric residents was converging 44% (33 of 75 residents) and the predominant temperament was guardian 61% (34 of 56 residents). The learning style and temperament distribution of the residents was significantly different from published population data (P  =  .002 and .04, respectively). Learning styles, with one exception, were found to be unrelated to standardized test scores. The predominant learning style and temperament of pediatric residents is significantly different than that of the populations of general and medical trainees. However, learning styles and temperament do not predict outcomes on standardized in-service and board examinations in pediatric residents.

A study of students' learning styles and mathematics anxiety amongst form four students in Kerian Perak

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Esa, Suraya; Mohamed, Nurul Akmal

2017-05-01

This study aims to identify the relationship between students' learning styles and mathematics anxiety amongst Form Four students in Kerian, Perak. The study involves 175 Form Four students as respondents. The instrument which is used to assess the students' learning styles and mathematic anxiety is adapted from the Grasha's Learning Styles Inventory and the Mathematics Anxiety Scale (MAS) respectively. The types of learning styles used are independent, avoidant, collaborative, dependent, competitive and participant. The collected data is processed by SPSS (Statistical Packages for Social Sciences 16.0). The data is analysed by using descriptive statistics and inferential statistics that include t-test and Pearson correlation. The results show that majority of the students adopt collaborative learning style and the students have moderate level of mathematics anxiety. Moreover, it is found that there is significant difference between learning style avoidant, collaborative, dependent and participant based on gender. Amongst all students' learning style, there exists a weak but significant correlation between avoidant, independent and participant learning style and mathematics anxiety. It is very important for the teachers need to be concerned about the effects of learning styles on mathematics anxiety. Therefore, the teachers should understand mathematics anxiety and implement suitable learning strategies in order for the students to overcome their mathematics anxiety.

Original article Criminal thinking styles of minors. Social and personality correlates

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Magdalena Rode

2014-12-01

Full Text Available Background This paper presents an attempt to determine the predictors of criminal thinking styles of minors, based on the theory of Glenn Walters. The construct which is the subject of this study, that is, criminal thinking, is treated as a factor that initiates and supports anti-social behaviour. It manifests itself in eight thinking styles (patterns: mollification, cut-off, entitlement, sentimentality, power orientation, cognitive indolence, discontinuity, and superoptimism. Participants and procedure The study involved 114 people: 65 boys and 49 girls. The research group consisted of minors – boys and girls who were referred, by order of the court, to Diagnostic and Consultation Family Centres to receive a psychological opinion, the purpose of which was to determine the degree of demoralisation of the minor. The study was also attended by the guardians of minors. A criterion for including a minor in this study was committing an offence. Results For each criminal thinking style, a forward stepwise regression analysis was conducted. Variables describing minors and mothers were included in the regression model. The aim of this approach is to identify the configuration of predictors of criminal thinking styles. In each of the models the coefficient of determination, R2, and  coefficients were calculated. Conclusions The predictors of criminal thinking styles identified by the regression analysis show the complexity and heterogeneity of factors contributing to the emergence of these cognitive distortions. Predictors include both properties conditioning the psychosocial functioning of mothers and factors determining the personality of a minor (sense of control, low empathy, low self-esteem. There is a noticeable influence of factors attributable to the mothers – variables derived from the environment (demanding, rejecting, inconsistent attitude.

Creativity, thinking style and mental disorders | Fouladi | Journal of ...

African Journals Online (AJOL)

Creativity is considered as a soundand desirable feature. In cognitive approach, it is assumed that human though effects on his behavior. All human's success and progress depends on dynamic, fruitful and effective thinking. As we know, thinking style of people with his attitude and lifestyle. People with pragmatismthinking ...

Learning styles of nursing and allied health students in Semnan university of medical sciences

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Fatemeh Ahadi

2010-01-01

Full Text Available Introduction: Several factors as learning styles can influence the learning process. The aim of thisstudy was to determine learning styles, which are used by nursing and allied health students in SemnanUniversity of Medical Sciences.Materials and Methods: This cross-sectional study was performed on 199 nursing and allied healthstudents of Semnan university of medical sciences (2007, Iran. Students were selected using a simplesampling method. The assessment instrument was the last version of Kolb learning style inventory (KLSIV.3.1.Results: Generally, the learning styles of students were divergent (% 27.1, accommodations (% 26.6,convergent (%23.6, and assimilation (%22.6. The preferred learning style in nursing students wasconvergent (%31.9, and in allied health students was divergent (%36.1. There was a significantrelationship between the type of learning styles with academic courses (P=0.006 married status(P=0.004 and average score (P=0.031, but there was no correlation between the type of learning stylesand gender.Conclusion: Considering the predominance of convergent and divergent learning styles in thesestudents, the usage of some educational methods such as problem -based learning, group discussions,brain storming, role playing, computerized simulation and demonstration are recommended in theoretical,clinical and skill laboratory fields, so that; the students in the new and objective situations can apply theirvisualization for more earning knowledge and professional skills.

Learning styles of medical students, general surgery residents, and general surgeons: implications for surgical education.

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Engels, Paul T; de Gara, Chris

2010-06-30

Surgical education is evolving under the dual pressures of an enlarging body of knowledge required during residency and mounting work-hour restrictions. Changes in surgical residency training need to be based on available educational models and research to ensure successful training of surgeons. Experiential learning theory, developed by David Kolb, demonstrates the importance of individual learning styles in improving learning. This study helps elucidate the way in which medical students, surgical residents, and surgical faculty learn. The Kolb Learning Style Inventory, which divides individual learning styles into Accommodating, Diverging, Converging, and Assimilating categories, was administered to the second year undergraduate medical students, general surgery resident body, and general surgery faculty at the University of Alberta. A total of 241 faculty, residents, and students were surveyed with an overall response rate of 73%. The predominant learning style of the medical students was assimilating and this was statistically significant (p learning style found in the residents and faculty. The predominant learning styles of the residents and faculty were convergent and accommodative, with no statistically significant differences between the residents and the faculty. We conclude that medical students have a significantly different learning style from general surgical trainees and general surgeons. This has important implications in the education of general surgery residents.

Undirected learning styles and academic risk: Analysis of the impact of stress, strain and coping.

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Kimatian, Stephen; Lloyd, Sara; Berger, Jeffrey; Steiner, Lorraine; McKay, Robert; Schwengal, Deborah

2017-01-01

Learning style inventories used in conjunction with a measure of academic achievement consistently show an association of meaning directed learning patterns with academic success, but have failed to show a clear association of undirected learning styles with academic failure. Using survey methods with anesthesia residents, this study questioned whether additional assessment of factors related to stress, strain, and coping help to better define the association between undirected learning styles and academic risk. Pearson chi squared tests. 296 subjects were enrolled from eight institutions with 142 (48%) completing the study. American Board of Anesthesiologists In Training Examinations (ITE) percentiles (ITE%) were used as a measure of academic achievement. The Vermunt Inventory of Learning Styles (ILS) was used to identify four learning patterns and 20 strategies, and the Osipow Stress Inventory-Revised (OSI-R) was used as a measure of six scales of occupational stress, four of personal strain, and four coping resources. Two learning patterns had significant relationship with ITE scores. As seen in previous studies, Meaning Directed Learning was beneficial for academic achievement while Undirected Learning was the least beneficial. Higher scores on Meaning Directed Learning correlated positively with higher ITE scores while higher Undirected and lower Meaning Directed patterns related negatively to ITE%. OSI-R measures of stress, strain and coping indicated that residents with Undirected learning patterns had higher scores on three scales related to stress, and 4 related to strain, while displaying lower scores on two scales related to coping. Residents with higher Meaning Directed patterns scored lower on two scales of stress and two scales of strain, with higher scores on two scales for coping resources. Low Meaning Directed and high Undirected learning patterns correlated with lower ITE percentiles, higher scores for stress and strain, and lower coping resources

Learning styles of registered nurses enrolled in an online nursing program.

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Smith, Anita

2010-01-01

Technological advances assist in the proliferation of online nursing programs which meet the needs of the working nurse. Understanding online learning styles permits universities to adequately address the educational needs of the professional nurse returning for an advanced degree. The purpose of this study was to describe the learning styles of registered nurses (RNs) enrolled in an online master's nursing program or RN-bachelor of science in nursing (BSN) program. A descriptive, cross-sectional design was used. Kolb's learning style inventory (Version 3.1) was completed by 217 RNs enrolled in online courses at a Southeastern university. Descriptive statistical procedures were used for analysis. Thirty-one percent of the nurses were accommodators, 20% were assimilators, 19% were convergers, and 20% were divergers. Accommodators desire hand-on experiences, carrying out plans and tasks and using an intuitive trial-and-error approach to problem solving. The learning styles of the RNs were similar to the BSN students in traditional classroom settings. Despite their learning style, nurses felt that the online program met their needs. Implementing the technological innovations in nursing education requires the understanding of the hands-on learning of the RN so that the development of the online courses will satisfactorily meet the needs of the nurses who have chosen an online program. Copyright 2010 Elsevier Inc. All rights reserved.

Decision Styles and Rationality: An Analysis of the Predictive Validity of the General Decision-Making Style Inventory

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Curseu, Petru Lucian; Schruijer, Sandra G. L.

2012-01-01

This study investigates the relationship between the five decision-making styles evaluated by the General Decision-Making Style Inventory, indecisiveness, and rationality in decision making. Using a sample of 102 middle-level managers, the results show that the rational style positively predicts rationality in decision making and negatively…

Teaching and Learning Styles in Higher Education: Analysis of Student Teachers’ Preferences in an English Pedagogy Program at Three Chilean Universities

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Constanza Rojas-Jara

2016-09-01

Full Text Available This paper shows the findings of a study conducted in three Chilean universities in 2014. It aims to analyze EFL student teachers’ preferences regarding their teaching and learning styles. 279 participants answered the teaching style inventory and 238 took the learning style questionnaire. These participants are first, third and fifth year student-teachers. This study uses Grasha and Riechman’s model to study teaching and learning styles. These authors propose a classification, cluster grouping and integrated clustering (Lewis, 2014; Grasha y Riechmann, 1975. The findings reveal that all student teachers favor the Facilitator teaching style and the Collaborative learning style.

Learning style and concept acquisition of community college students in introductory biology

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Bobick, Sandra Burin

This study investigated the influence of learning style on concept acquisition within a sample of community college students in a general biology course. There are two subproblems within the larger problem: (1) the influence of demographic variables (age, gender, number of college credits, prior exposure to scientific information) on learning style, and (2) the correlations between prior scientific knowledge, learning style and student understanding of the concept of the gene. The sample included all students enrolled in an introductory general biology course during two consecutive semesters at an urban community college. Initial data was gathered during the first week of the semester, at which time students filled in a short questionnaire (age, gender, number of college credits, prior exposure to science information either through reading/visual sources or a prior biology course). Subjects were then given the Inventory of Learning Processes-Revised (ILP-R) which measures general preferences in five learning styles; Deep Learning; Elaborative Learning, Agentic Learning, Methodical Learning and Literal Memorization. Subjects were then given the Gene Conceptual Knowledge pretest: a 15 question objective section and an essay section. Subjects were exposed to specific concepts during lecture and laboratory exercises. At the last lab, students were given the Genetics Conceptual Knowledge Posttest. Pretest/posttest gains were correlated with demographic variables and learning styles were analyzed for significant correlations. Learning styles, as the independent variable in a simultaneous multiple regression, were significant predictors of results on the gene assessment tests, including pretest, posttest and gain. Of the learning styles, Deep Learning accounted for the greatest positive predictive value of pretest essay and pretest objective results. Literal Memorization was a significant negative predictor for posttest essay, essay gain and objective gain. Simultaneous

The effect of learning styles and study behavior on success of preclinical students in pharmacology.

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Asci, Halil; Kulac, Esin; Sezik, Mekin; Cankara, F Nihan; Cicek, Ekrem

2016-01-01

To evaluate the effect of learning styles and study behaviors on preclinical medical students' pharmacology exam scores in a non-Western setting. Grasha-Reichmann Student Learning Study Scale and a modified Study Behavior Inventory were used to assess learning styles and study behaviors of preclinical medical students (n = 87). Logistic regression models were used to evaluate the independent effect of gender, age, learning style, and study behavior on pharmacology success. Collaborative (40%) and competitive (27%) dominant learning styles were frequent in the cohort. The most common study behavior subcategories were study reading (40%) and general study habits (38%). Adequate listening and note-taking skills were associated with pharmacology success, whereas students with adequate writing skills had lower exam scores. These effects were independent of gender. Preclinical medical students' study behaviors are independent predictive factors for short-term pharmacology success.

A Study on the Relationships between Digital Game Preference and Game Preference Reason with Gender, Class Level and Learning Styles

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Ferhat Kadir PALA; Mukaddes ERDEM

2011-01-01

This study examined for to determine the relationships between digital game preferences and the game preferences reasons with gender, class levels and learning styles of university students. Study group consisted of students of Computer Education and Instructional Technology Department. Game preferences and preference reasons data were gathered by an open ended 16 items questionnaire. Kolb’s Learning Style Inventory was used for collecting learning styles data. As a result, significant relati...

Kolb's Learning Style Inventory-1985: Validity Issues and Relations with Metacognitive Knowledge about Problem-Solving Strategies

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Metallidou, Panayiota; Platsidou, Maria

2008-01-01

This study aimed at investigating: (a) the psychometric properties of Kolb's LSI-1985 in a Greek sample of pre-service and in-service teachers (N=338), (b) group differences in their learning styles and (c) possible relations between the participants' learning styles and their metacognitive knowledge about the frequency of using various…

How mental health nurses improve their critical thinking through problem-based learning.

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Hung, Tsui-Mei; Tang, Lee-Chun; Ko, Chen-Ju

2015-01-01

Critical thinking has been regarded as one of the most important elements for nurses to improve quality of patient care. The aim of this study was to use problem-based learning (PBL) as a method in a continuing education program to evaluate nurses' critical thinking skills. A quasiexperimental study design was carried out. The "Critical Thinking Disposition Inventory" in Chinese was used for data collection. The results indicated significant improvement after PBL continuous education, notably in the dimensions of systematic analysis and curiosity. Content analysis extracted four themes: (a) changes in linear thinking required, (b) logical and systematic thinking required performance improved, (3) integration of prior knowledge and clinical application, and (4) brainstorming learning strategy. The study supports PBL as a continuing education strategy for mental health nurses, and that systematic analysis and curiosity effectively facilitate the development of critical thinking.

Using appreciative inquiry to help students identify strategies to overcome handicaps of their learning styles.

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Kumar, Latha Rajendra; Chacko, Thomas Vengail

2012-01-01

In India, as in some other neighboring Asian countries, students and teachers are generally unaware of the differences in the learning styles among learners, which can handicap students with learning styles alien to the common teaching/learning modality within the institution. This study aims to find out whether making students aware of their learning styles and then using the Appreciative Inquiry approach to help them discover learning strategies that worked for them and others with similar learning styles within the institution made them perceive that this experience improved their learning and performance in exams. The visual, auditory, read-write, and kinesthetic (VARK) inventory of learning styles questionnaire was administered to all 100 first-year medical students of the Father Muller's Medical College in Mangalore India to make them aware of their individual learning styles. An Appreciate Inquiry intervention was administered to 62 student volunteers who were counseled about the different learning styles and their adaptive strategies. Pre and post intervention change in student's perception about usefulness of knowing learning styles on their learning, learning behavior, and performance in examinations was collected from the students using a prevalidated questionnaire. Post intervention mean scores showed a significant change (P learning style and discovering strategies that worked within the institutional environment. There was agreement among students that the intervention helped them become more confident in learning (84%), facilitating learning in general (100%), and in understanding concepts (100%). However, only 29% of the students agreed that the intervention has brought about their capability improvement in application of learning and 31% felt it improved their performance in exams. Appreciate Inquiry was perceived as useful in helping students discover learning strategies that work for different individual learning styles and sharing them within

Assessment of Kolb's Learning Styles among College Students of Qom University of Medical Sciences

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Elaheh rahiminia

2017-06-01

Full Text Available Background and Objective: Learning styles are effective factors in the learning. Learning is a relatively permanent change in the behavior or attitude of a person over time. Whereas improvement of existing conditions is pivotal in educational activities; therefore, the aim of this study was the assessment of stages and learning styles based on the Kolb theory among students of Qom University of Medical Sciences. Materials and Methods: This cross-sectional study was performed on 279 students of the QomUniversity of Medical Sciences, Iran in October 2015. The participants were selected using a stratified sampling method. The assessment instrument was the Kolb learning style inventory (KLSI V.3.1. Data analysis was performed by SPSS using descriptive statistics and Chi square test. Results: The mean age of students was 22.23±4.38 years, and the average grade was 16.85±1.65. Generally, the learning styles of students were convergent (% 38.9, assimilative (% 37.5, divergent (%13.2 and accommodative (%10.4. There was a significant relationship between learning styles with gender (P=0.01. Conclusion: Considering the predominance of convergent and assimilative learning styles in these students, it is recommended that faculty members use visual methods such as diagrams, self learning, individualized instruction and emphasize on practical methods in teaching.

Learning styles of medical students, general surgery residents, and general surgeons: implications for surgical education

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de Gara Chris

2010-06-01

Full Text Available Abstract Background Surgical education is evolving under the dual pressures of an enlarging body of knowledge required during residency and mounting work-hour restrictions. Changes in surgical residency training need to be based on available educational models and research to ensure successful training of surgeons. Experiential learning theory, developed by David Kolb, demonstrates the importance of individual learning styles in improving learning. This study helps elucidate the way in which medical students, surgical residents, and surgical faculty learn. Methods The Kolb Learning Style Inventory, which divides individual learning styles into Accommodating, Diverging, Converging, and Assimilating categories, was administered to the second year undergraduate medical students, general surgery resident body, and general surgery faculty at the University of Alberta. Results A total of 241 faculty, residents, and students were surveyed with an overall response rate of 73%. The predominant learning style of the medical students was assimilating and this was statistically significant (p Conclusions We conclude that medical students have a significantly different learning style from general surgical trainees and general surgeons. This has important implications in the education of general surgery residents.

The Communication Styles Inventory (CSI): a six-dimensional behavioral model of communication styles and its relation with personality

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de Vries, R.E.; Bakker-Pieper, A.; Konings, F.E.; Schouten, B.

2013-01-01

In this study, a six-dimensional model of communication styles is proposed and operationalized using the Communication Styles Inventory (CSI). The CSI distinguishes between six domain-level communicative behavior scales, Expressiveness, Preciseness, Verbal Aggressiveness, Questioningness,

Adapting Scott and Bruce's General Decision-Making Style Inventory to Patient Decision Making in Provider Choice.

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Fischer, Sophia; Soyez, Katja; Gurtner, Sebastian

2015-05-01

Research testing the concept of decision-making styles in specific contexts such as health care-related choices is missing. Therefore, we examine the contextuality of Scott and Bruce's (1995) General Decision-Making Style Inventory with respect to patient choice situations. Scott and Bruce's scale was adapted for use as a patient decision-making style inventory. In total, 388 German patients who underwent elective joint surgery responded to a questionnaire about their provider choice. Confirmatory factor analyses within 2 independent samples assessed factorial structure, reliability, and validity of the scale. The final 4-dimensional, 13-item patient decision-making style inventory showed satisfactory psychometric properties. Data analyses supported reliability and construct validity. Besides the intuitive, dependent, and avoidant style, a new subdimension, called "comparative" decision-making style, emerged that originated from the rational dimension of the general model. This research provides evidence for the contextuality of decision-making style to specific choice situations. Using a limited set of indicators, this report proposes the patient decision-making style inventory as valid and feasible tool to assess patients' decision propensities. © The Author(s) 2015.

INFLUENCE OF LEARNING STRATEGIES ON LEARNING STYLES: THEIR IMPACT ON ACADEMIC ACHIEVEMENT OF COLLEGE STUDENTS FROM BUENOS AIRES

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Agustín Freiberg-Hoffmann

2017-02-01

Full Text Available Frequently, college students have issues to learn academic contents included in the subjects of their courses. Such low quality learning is reflected in failures and academic dropout, therefore being matters of concern for teachers and governments. Learning processes in college depend, in part, on the coincidence between teaching methods and students’ learning styles. They are defined as the preference of students when they have to deal with information, particularly the way to perceive it and process it. Learning styles can be trained by the repeated use of specific learning strategies. In such cases, when learning styles coincide with the learning context in order to facilitate the acquisition of new knowledge and its integration with previous information, academic success can be achieved more naturally. To get this match it is required from teachers to adapt their styles and strategies to their students’ learning preferences. Other alternative rests on the design of actions to train students in the use of the appropriate learning styles able to enhance learning. Focused on the second option, the present study aims at: 1 the description of the influence of different learning strategies on each learning style, and 2 the analysis of the way each style explains students’ academic achievement. A transversal, non-experimental, explicative design was employed. 763 college students from Buenos Aires with ages ranging from 17 to 36 years were included in the sample. Locally adapted versions of the Honey-Alonso Questionnaire of Learning Styles -CHAEA as its Spanish acronym-, and Learning and Study Strategies Inventory –LASSI- were used for data gathering. Results showed that the Accommodating style is explained positively and significantly by the Collaborative Learning, Resources for Learning and Information 2.0 Management Competence strategies. Besides, it is observed that the strategies Collaborative Learning, Resources for Learning and

Can Learning a Foreign Language Foster Analytic Thinking?-Evidence from Chinese EFL Learners' Writings.

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Jiang, Jingyang; Ouyang, Jinghui; Liu, Haitao

2016-01-01

Language is not only the representation of thinking, but also shapes thinking. Studies on bilinguals suggest that a foreign language plays an important and unconscious role in thinking. In this study, a software-Linguistic Inquiry and Word Count 2007-was used to investigate whether the learning of English as a foreign language (EFL) can foster Chinese high school students' English analytic thinking (EAT) through the analysis of their English writings with our self-built corpus. It was found that: (1) learning English can foster Chinese learners' EAT. Chinese EFL learners' ability of making distinctions, degree of cognitive complexity and degree of thinking activeness have all improved along with the increase of their English proficiency and their age; (2) there exist differences in Chinese EFL learners' EAT and that of English native speakers, i. e. English native speakers are better in the ability of making distinctions and degree of thinking activeness. These findings suggest that the best EFL learners in high schools have gained native-like analytic thinking through six years' English learning and are able to switch their cognitive styles as needed.

Learning styles in otolaryngology fellowships.

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Varela, David A Diaz Voss; Malik, Mohammad U; Laeeq, Kulsoom; Pandian, Vinciya; Brown, David J; Weatherly, Robert A; Cummings, Charles W; Bhatti, Nasir I

2011-12-01

Previous studies have identified a predominant learning style in trainees from different specialties, more recently in otolaryngology residents. The purpose of our study was to determine a predominant learning style within otolaryngology fellowships and to identify any differences between otolaryngology fellows and residents. We conducted a survey of otolaryngology fellows at 25 otolaryngology fellowship programs accredited by the Accreditation Council for Graduate Medical Education. We emailed Kolb's Learning Style Index version 3.1 to 16 pediatric otolaryngology (PO) and 24 otology/neurotology (ON) fellows. This index is a widely used 12-item questionnaire. The participants answered each item in the questionnaire as it applied to their preferred learning style: accommodating, converging, diverging, or assimilating. Results were then analyzed and compared between each subspecialty and the previously reported preferred styles of otolaryngology residents. Ten PO and 20 ON fellows completed the survey, with an overall response rate of 75%. PO and ON fellows (60% of each group) preferred a learning style that was "balanced" across all four styles. For ON fellows, 35% preferred converging and 5% preferred accommodating styles. For PO fellows, converging and accommodating styles accounted for 20% each. It was previously reported that 74.4% of otolaryngology residents prefer either converging or accommodating styles. We believe that the fellowship training environment calls for fellows to use more than one learning style to become proficient physicians, hence the trend toward potentially developing a balanced style when at this level. Copyright © 2011 The American Laryngological, Rhinological, and Otological Society, Inc.

The relationship between learning styles and motivation to transfer of learning in a vocational training programme

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Pablo Olivos

2016-01-01

Full Text Available Although there is ample research about Kolb's learning styles, few studies have examined their relationship with motivations to transfer, a concept used to assess whether the content and competencies learned through professional training activities are transferred to the workplace context. Ninety-six students (M = 24.58 years old; 99% males from three vocational training institutes participated in laboratory activities at the Renewable Energy Research Institute of the University of Castilla-La Mancha, Spain. They completed a self-administered questionnaire that included the Kolb's Learning Styles Inventory; two scales adapted to measure student motivation to transfer their learning from training experiences; and a scale of satisfaction with the activities. A correlation analysis showed positive and moderately strong correlations (r = .708; p < .01 between motivations to transfer and “the relevance of the activities to academic performance”. A discriminant analysis between transfer and learning styles revealed that the “Student training motivation” item resulted in a distinct difference between assimilators and convergers, explaining 97.1% of the model variance (Wilks’ λ = .459; χ2 = 21.028; Sig. = .002 and classifying 56.4% of the cases. A discussion is presented as to the implications of these results for the theory of learning styles and the ways in which the design of the educational activities described in the study can be improved.

Styles of thinking and creating in organizational context: Differences according to professional position?

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Tatiana de Cássia Nakano

2012-02-01

Full Text Available This study aimed to identify the style of thinking and creating in professionals a pharmaceutical distribution company, in order to verify the existence of different styles according to gender, educational level and position held. Forty professionals, including 30 women and 10 men, aged 17 years and 35 years (M=24.5, SD=5.4, with high school education (n=14 and college (n=26 were divided into two groups, the first being formed by professionals working in the tax and accounting (n=20, and another group of professionals who hold positions in the sales (n=20. They answered the scale Styles of Thinking and Creating individually during office hours. The results showed that only the logical-objective style proved to be influenced by the area of performance (F=4.745; p<=0.037, with all others variables showed no significant influences. In the present study, gender and educational level did not influence the styles of thinking and creating of the participants as well as all other interactions. It was also found that most of the sample appears as the predominant style logical-objective, regardless of sex (62.0% of women and 72.7% of men were classified in this style, level of education (with 57 1% of professionals with high school and 69.2% with college and in relation to the field (60.0% of the participants in the accounting/tax filing this predominant style and 70.0% of professionals in sales.

The construction and evaluation of a normative learning style preference questionnaire

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M. J. Viljoen

2001-09-01

Full Text Available Various authors have indicated the need for and value of identifying the learning style preferences of individual learners. Similar needs have been voiced in the South African context.The focal point of this study was the development of a normative instrument for predicting the preferred learning styles of individuals. Secondary aims were to determine whether there are differences between groups formed on the basis of gender, academic qualifications and functional disciplines as far as their learning style preferences are concerned. Based on a review of the literature and an existing questionnaire, namely the Learning Style Inventory (LSI 85, the Learning Style Preference Questionnaire (LSPQ consisting of 136 items was developed and administered to respondents (N= 542 in a large organisation. The LSPQ was subjected to a principal factor analysis and six factors were obtained.The six factors were rotated to simple structure by means of the Direct Oblimin procedure. The matrix of intercorrelations of the six factorswas subjected to a second-order factor analysis and yielded a single factor. Opsomming Verskeie outeurs het na die behoefte aan asook die waarde van identi¢kasie van leerstylvoorkeure van individuele leerders verwys. Soortgelyke behoeftes is ook in Suid-Afrikaanse verband geopper.Die fokus van hierdie studie was die ontwikkeling van ’n normatiewe instrument om die leerstylvoorkeure van individue te meet. Sekondere doelwitte was omte bepaal of daar verskille tussen groepe is wat saamgestel is op grond van geslag, akademiese kwalifikasies en funksionele dissiplines wat hul leerstylvoorkeure betref. Gegrond op ’n oorsig van die literatuur en ’n bestaande vraelys, tewete die ‘‘Learning Style Inventory’’ (LSI 85, is die ‘‘Learning Style PreferenceQuestionnaire‘‘ (LSPQ, bestaande uit 136 items, gekonstrueer en op 542 respondente in’n groot organisasie toegepas. Die LSPQ is aan ’n hoo¡aktorontleding onderwerp en ses

Comparing learning styles among students of Para medicine and Health faculties in Golestan University of medical sciences

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Ghorban Mohammad Koochaki

2016-06-01

Full Text Available Background and Objectives: The validity of an educational system is dependent on students' learning. Learning is a complex variable which is affected by multiple factors. One of the most important factors is learning styles. Knowledge of learning styles of students to educational programs is very important. Therefore, this study aimed to determine students' learning styles among students of Para medicine and Health faculties in Golestan University of medical sciences. Methods: In this cross-sectional study, 401 students of the faculty of Para medicine and Health in Golestan University of Medical Sciences since 1391 till 1392 were selected and filled out the Standard Kolb Learning Style Inventory (LSI which was previously tested for reliability (8.0. Data was analyzed with SPSS version 18.0 using Chi-square and Fisher's exact test. Results: The mean age of students was 20.57 and 71.8 percent of them were female students. Learning styles of students included a convergent (63.4 %, absorber (25.4 %, accommodating (7.5% and divergent (3.7 %. Learning style of study had no statistically significant difference in comparison to sex, school, age, GPA, credits, semester and education levels (P>0.05. Conclusion: Converging and absorbing learning styles were more dominant among students. Therefore, it is recommended to use training methods which fit this style such as showing hand-writings and presentations with self-study materials, simulations, laboratory assignments and problem-based learning.

Conceptualizing On-the-Job Learning Styles

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Berings, Marjolein G. M. C.; Poell, Rob F.; Simons, P. Robert-Jan

2005-01-01

The broad aims of this study are to gain insight into employees' on-the-job learning activities to help them improve their on-the-job learning. The authors define on-the-job learning styles and operationalize the concept to include both mental and overt learning styles and both interpersonal and intrapersonal learning styles. Organizations and…

Dental Students' Educational Achievement in Relation to Their Learning Styles: A Cross-Sectional Study in Iran.

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Hosseini, Seyed Masoud; Amery, Hamideh; Emadzadeh, Ali; Babazadeh, Saber

2015-02-24

In recent decades, many studies have been carried out on the importance of Kolb experiential learning theory (ELT) in teaching-learning processes and its effect on learning outcomes. However, some experts have criticized the Kolb theory and argue that there are some ambiguities on the validity of the theory as an important predictor of achievement. This study has been carried out on dental students' educational achievement in relation to their dominant learning styles based on Kolb theory in Mashhad University of Medical Sciences (Iran). In a cross sectional study, Kolb Learning Style Inventory (LSI Ver. 3.1) as well as a questionnaire containing students' demographic data, academic achievement marks including grade point average (GPA), theoretical and practical courses marks, and the comprehensive basic sciences exam (CBSE) scores were administered on a purposive sample of 162 dental students who had passed their comprehensive basic sciences exam. Educational achievement data were analyzed in relation to students' dominant learning styles, using descriptive and analytical statistics including χ2, Kruskal-Wallis and two-way ANOVA tests. The dominant learning styles of students were Assimilating (53.1%), Converging (24.1%), Diverging (14.2%) and Accommodating (8.6%). Although, the students with Assimilating and Converging learning styles had a better performance on their educational achievement, there was no significant relationship between educational achievement and dominant learning style (P≥0.05). Findings support that the dominant learning style is not exclusively an essential factor to predict educational achievement. Rather, it shows learning preferences of students that may be considered in designing learning opportunities by the teachers.

Association between learning style preferences and anatomy assessment outcomes in graduate-entry and undergraduate medical students.

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O'Mahony, Siobhain M; Sbayeh, Amgad; Horgan, Mary; O'Flynn, Siun; O'Tuathaigh, Colm M P

2016-07-08

An improved understanding of the relationship between anatomy learning performance and approaches to learning can lead to the development of a more tailored approach to delivering anatomy teaching to medical students. This study investigated the relationship between learning style preferences, as measured by Visual, Aural, Read/write, and Kinesthetic (VARK) inventory style questionnaire and Honey and Mumford's learning style questionnaire (LSQ), and anatomy and clinical skills assessment performance at an Irish medical school. Additionally, mode of entry to medical school [undergraduate/direct-entry (DEM) vs. graduate-entry (GEM)], was examined in relation to individual learning style, and assessment results. The VARK and LSQ were distributed to first and second year DEM, and first year GEM students. DEM students achieved higher clinical skills marks than GEM students, but anatomy marks did not differ between each group. Several LSQ style preferences were shown to be weakly correlated with anatomy assessment performance in a program- and year-specific manner. Specifically, the "Activist" style was negatively correlated with anatomy scores in DEM Year 2 students (rs = -0.45, P = 0.002). The "Theorist" style demonstrated a weak correlation with anatomy performance in DEM Year 2 (rs = 0.18, P = 0.003). Regression analysis revealed that, among the LSQ styles, the "Activist" was associated with poorer anatomy assessment performance (P learning styles contribute little to variation in academic performance in medical students. Anat Sci Educ 9: 391-399. © 2016 American Association of Anatomists. © 2016 American Association of Anatomists.

Profiling and Utilizing Learning Style. NASSP Learning Style Series.

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Keefe, James W., Ed.

In 1986, the National Association of Secondary School Principals, with the assistance of a national task force, published the NASSP Learning Style Profile (LSP) for diagnosis of the cognitive styles, perceptual response tendencies, and instructional preferences of middle level and senior high school students. This monograph offers a short course…

Comparing different thinking styles and marital satisfaction among ...

African Journals Online (AJOL)

The purpose of the present study was to compare different thinking styles and marital satisfaction among engineers of urban and nonurban areas. The design of this study was casual-comparative. The sample population of this study consisted of the engineers who were members of engineers' society of Sari city among ...

The Analysis of Learning Styles and Their Relationship to Academic Achievement in Medical Students of Basic Sciences Program

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Reza Ghaffari

2013-10-01

Full Text Available Introduction: Learning style is an individual’s preferred method of encountering information in specific situations in order to acquire knowledge, skills and attitudes through study or experience. Students and Planers’ awareness of learning styles facilitate the teaching process, increases satisfaction and makes the future choices easier. This study aimed to examine different learning styles and their relation to academic achievement in medical students of basic sciences program at Tabriz University of Medical Sciences. Methods: In this descriptive – analytical study, the sample consisted of all medical students of basic sciences program at Tabriz University of Medical Sciences in 2011-2012. The data was collected through a questionnaire which included respondents’ demographic information and overall grade point average (GPA as well as Kolb standard questions on learning styles. Results: 4.3%, 47.8%, 44.9% and 2.9% of students preferred diverger, assimilator, converger and accommodator learning styles, respectively. Mean overall GPA of students who preferred diverger learning styles was 14.990.39±. Students who prefer assimilator, converger and accommodator learning styles had mean overall GPAs of 14.940.56±, 15.080.58± and 14.830.29± respectively. The findings showed no significant relationship between students’ learning academic achievement and their learning styles (p = 0.689. Conclusion: There was no significant relationship between Students’ academic achievement and their learning styles. Furthermore, the majorit of the students preferred accommodator and converger learning styles. Consequently, adopting interactive teaching methods, using tutorials, running simulation programs, launching laboratory activities and encouraging students to think and analyze problems and issues can be greatly effective in prolonging their learning lifecycle.

Blended Learning Experience in a Programming Language Course and the Effect of the Thinking Styles of the Students on Success and Motivation

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Yagci, Mustafa

2016-01-01

High-level thinking and problem solving skill is one requirement of computer programming that most of the students experience problems with. Individual differences such as motivation, attitude towards programming, thinking style of the student, and complexity of the programming language have influence on students' success on programming. Thus,…

Can learning style predict student satisfaction with different instruction methods and academic achievement in medical education?

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Gurpinar, Erol; Alimoglu, Mustafa Kemal; Mamakli, Sumer; Aktekin, Mehmet

2010-12-01

The curriculum of our medical school has a hybrid structure including both traditional training (lectures) and problem-based learning (PBL) applications. The purpose of this study was to determine the learning styles of our medical students and investigate the relation of learning styles with each of satisfaction with different instruction methods and academic achievement in them. This study was carried out with the participation of 170 first-year medical students (the participation rate was 91.4%). The researchers prepared sociodemographic and satisfaction questionnaires to determine the characteristics of the participants and their satisfaction levels with traditional training and PBL. The Kolb learning styles inventory was used to explore the learning styles of the study group. The participants completed all forms at the end of the first year of medical education. Indicators of academic achievement were scores of five theoretical block exams and five PBL exams performed throughout the academic year of 2008-2009. The majority of the participants took part in the "diverging" (n = 84, 47.7%) and "assimilating" (n = 73, 41.5%) groups. Numbers of students in the "converging" and "accommodating" groups were 11 (6.3%) and 8 (4.5%), respectively. In all learning style groups, PBL satisfaction scores were significantly higher than those of traditional training. Exam scores for "PBL and traditional training" did not differ among the four learning styles. In logistic regression analysis, learning style (assimilating) predicted student satisfaction with traditional training and success in theoretical block exams. Nothing predicted PBL satisfaction and success. This is the first study conducted among medical students evaluating the relation of learning style with student satisfaction and academic achievement. More research with larger groups is needed to generalize our results. Some learning styles may relate to satisfaction with and achievement in some instruction methods.

Dental Students’ Educational Achievement in Relation to Their Learning Styles: A Cross-sectional Study in Iran

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Hosseini, Seyed Masoud; Amery, Hamideh; Emadzadeh, Ali; Babazadeh, Saber

2015-01-01

Background and Objectives: In recent decades, many studies have been carried out on the importance of Kolb experiential learning theory (ELT) in teaching-learning processes and its effect on learning outcomes. However, some experts have criticized the Kolb theory and argue that there are some ambiguities on the validity of the theory as an important predictor of achievement. This study has been carried out on dental students’ educational achievement in relation to their dominant learning styles based on Kolb theory in Mashhad University of Medical Sciences (Iran). Methods: In a cross sectional study, Kolb Learning Style Inventory (LSI Ver. 3.1) as well as a questionnaire containing students’ demographic data, academic achievement marks including grade point average (GPA), theoretical and practical courses marks, and the comprehensive basic sciences exam (CBSE) scores were administered on a purposive sample of 162 dental students who had passed their comprehensive basic sciences exam. Educational achievement data were analyzed in relation to students’ dominant learning styles, using descriptive and analytical statistics including χ2, Kruskal-Wallis and two-way ANOVA tests. Results: The dominant learning styles of students were Assimilating (53.1%), Converging (24.1%), Diverging (14.2%) and Accommodating (8.6%). Although, the students with Assimilating and Converging learning styles had a better performance on their educational achievement, there was no significant relationship between educational achievement and dominant learning style (P≥0.05). Conclusion: Findings support that the dominant learning style is not exclusively an essential factor to predict educational achievement. Rather, it shows learning preferences of students that may be considered in designing learning opportunities by the teachers. PMID:26156915

LEARNING STYLE SEBAGAI UPAYA PENINGKATAN PRESTASI BELAJAR

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Zalik Nuryana

2017-12-01

Full Text Available Learning is the basic human need to know something, whether packed formally or not. There is not one method that is appropriate and certainly appropriate with all students. Students have their own learning styles between one another can’t be equated. Real memorable learning comes from the will of the heart, not coercion. The uniqueness of each individual is what makes the variety of learning styles should be understood so that each student can overcome difficulties learning. In the implementation of learning many teachers doesn’t understand the learning style, so as to force students to always pay attention to the speech and explanation of teachers. The learning process will be effective if the method of learning  used can accommodate students. Research on the most appropriate teaching methods turns out to be a failure, because each teaching method depends on the way or style of the student in learning. This research was conducted in the school as a place of observation (field research by using a quantitative approach. Data were collected by questionnaires, observations, interviews, and document studies which were then processed and analytically analyzed descriptively. The results of research showed that a class can not be equally aligned using and applying a single learning method only. Because in the class there are several learning styles of students. The student's learning style visually dominates the class, followed by the auditorial style, and the kinesthetic style. This research also provides advice to educators / teachers to understand the diversity of student learning styles. so that with the basic teachers are required to be more creative and innovative in applying the method of learning so that all learning styles of students can be accommodated, so that with this understanding of learning achievement can be improved.

Are Students' Learning Styles Discipline Specific?

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Jones, Cheryl; Reichard, Carla; Mokhtari, Kouider

2003-01-01

This study examines the extent to which community college students' learning style preferences vary as a function of discipline. Reports significant differences in students' learning style preferences across disciplines, but not by gender. Adds that student learning style preferences varied by academic performance as measured by gender. Discusses…

Profiling & Utilizing Learning Style.

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Keefe, James W., Ed.

The purpose of the National Association of Secondary School Principals (NASSP) Learning Style Profile is to provide educators with a well-validated and easy-to-use instrument for diagnosing the cognitive styles, perceptual response tendencies, and study/instructional preferences of middle level and senior high school students. The Learning Style…

Teaching Styles and Occupational Stress among Chinese University Faculty Members

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Zhang, Li-fang

2007-01-01

The primary aim of this research is to investigate the predictive power of occupational stress for teaching style among university faculty members. A sample of 144 faculty members from a large university in the People's Republic of China rated themselves on three ability scales and responded to the Thinking Styles in Teaching Inventory and to four…

Can Learning a Foreign Language Foster Analytic Thinking?—Evidence from Chinese EFL Learners' Writings

Science.gov (United States)

Jiang, Jingyang; Ouyang, Jinghui; Liu, Haitao

2016-01-01

Language is not only the representation of thinking, but also shapes thinking. Studies on bilinguals suggest that a foreign language plays an important and unconscious role in thinking. In this study, a software—Linguistic Inquiry and Word Count 2007—was used to investigate whether the learning of English as a foreign language (EFL) can foster Chinese high school students’ English analytic thinking (EAT) through the analysis of their English writings with our self-built corpus. It was found that: (1) learning English can foster Chinese learners’ EAT. Chinese EFL learners’ ability of making distinctions, degree of cognitive complexity and degree of thinking activeness have all improved along with the increase of their English proficiency and their age; (2) there exist differences in Chinese EFL learners’ EAT and that of English native speakers, i. e. English native speakers are better in the ability of making distinctions and degree of thinking activeness. These findings suggest that the best EFL learners in high schools have gained native-like analytic thinking through six years’ English learning and are able to switch their cognitive styles as needed. PMID:27741270

The learning styles of orthopedic residents, faculty, and applicants at an academic program.

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Richard, Raveesh Daniel; Deegan, Brian Francis; Klena, Joel Christian

2014-01-01

To train surgeons effectively, it is important to understand how they are learning. The Kolb Learning Style Inventory (LSI) is based on the theory of experiential learning, which divides the learning cycle into 4 stages: active experimentation (AE), abstract conceptualization (AC), concrete experience, and reflective observation. The purpose of this investigation was to assess the learning styles of orthopedic residents, faculty, and applicants at an east-coast residency program. A total of 90 Kolb LSI, Version 3.1 surveys, and demographic questionnaires were distributed to all residency applicants, residents, and faculty at an academic program. Data collected included age, sex, type of medical school (MD or DO), foreign medical graduate status, and either year since college graduation, postgraduate year level (residents only), or years since completion of residency (faculty only). Seventy-one completed Kolb LSI surveys (14 residents, 14 faculty members, and 43 applicants) were recorded and analyzed for statistical significance. The most prevalent learning style among all participants was converging (53.5%), followed by accommodating (18.3%), diverging (18.3%), and assimilating (9.9%) (p = 0.13). The applicant and resident groups demonstrated a high tendency toward AE followed by AC. The faculty group demonstrated a high tendency toward AC followed by AE. None of the 24 subjects who were 26 years or under had assimilating learning styles, in significant contrast to the 12% of 27- to 30-year-olds and 18% of 31 and older group (p learning style involves problem solving and decision making, with the practical application of ideas and the use of hypothetical-deductive reasoning. Learning through AE decreased with age, whereas learning through AC increased. Copyright © 2014 Association of Program Directors in Surgery. Published by Elsevier Inc. All rights reserved.

The effects of different styles of interaction on the learning of evolutionary theories

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Sugimoto, Akiko

This study investigated the effects of different styles of social interaction on the learning of advanced biological knowledge. Recent research has increasingly acknowledged the importance of social interaction for promoting learning and cognitive development. However, there has been a controversy about the optimal style of interaction. Some studies have showed the beneficial effects of symmetrical interactions such as an argument between peers, whereas other studies have found the superiority of asymmetrical interactions in which a novice learn with the guidance of an expert. The reason for the contradictory results may be that different styles of interaction enhance different kinds of learning. The present study focused on the three styles of interaction; (1) Conflicting style, in which two novice students with scientifically wrong but conflicting views argue with one another, (2) Guiding style, in which a novice student is led by a more expert student to an understanding of scientifically appropriate knowledge, (3) Mutual Constructive style, in which an expert student and a novice student jointly solve a scientific problem on an equal footing. Sixty college students with non-biology-majors and 30 students with a biology major participated in this experiment to discuss an evolutionary problem in these three styles of interaction, with the former serving as novices and the latter as experts. Analyses of the Pre- and the Posttest performance and discussion processes in the Interaction session revealed the following. First, the Guiding style and the Mutual Constructive style enhanced the acquisition of the scientific evolutionary conceptual framework more effectively than the Conflicting style. However, some students in the Conflicting style also grasped the scientific evolutionary framework, and many students reconstructed their theories of evolution through discussion, even if the frameworks remained scientifically inappropriate. Second, the students who discussed

Styles and Style-Stretching: How are They Related to Successful Learning?

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Griffiths, Carol; İnceçay, Görsev

2016-06-01

Although the learning style construct has aroused much interest over the years, questions remain regarding basic issues such as definition, the validity and/or reliability of various measurement instruments, and the relationship between learning style and successful learning. Furthermore, although maintaining stylistic flexibility is recommended by many authors, few studies have attempted to relate the style-stretching concept to successful learning. This study therefore attempted to address these questions. According to results, conducted among 106 Turkish university students, using an original instrument constructed using elements from established questionnaires, a small group of styles was significantly correlated with exam results, accounting for about a quarter of the variance (considered a large effect size in social science). In addition, higher-scoring students reported a more eclectic range of styles, suggesting more willingness to style-stretch, while lower-scoring students reported a more limited range. Pedagogical implications as well as areas for ongoing research are suggested.

Learning styles of medical students - implications in education.

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Buşan, Alina-Mihaela

2014-01-01

The term "learning style" refers to the fact that each person has a different way of accumulating knowledge. While some prefer listening to learn better, others need to write or they only need to read the text or see a picture to later remember. According to Fleming and Mills the learning styles can be classified in Visual, Auditory and Kinesthetic. There is no evidence that teaching according to the learning style can help a person, yet this cannot be ignored. In this study, a number of 230 medical students were questioned in order to determine their learning style. We determined that 73% of the students prefer one learning style, 22% prefer to learn using equally two learning style, while the rest prefer three learning styles. According to this study the distribution of the learning styles is as following: 33% visual, 26% auditory, 14% kinesthetic, 12% visual and auditory styles equally, 6% visual and kinesthetic, 4% auditory and kinesthetic and 5% all three styles. 32 % of the students that participated at this study are from UMF Craiova, 32% from UMF Carol Davila, 11% University of Medicine T Popa, Iasi, 9% UMF Cluj Iulius Hatieganu. The way medical students learn is different from the general population. This is why it is important when teaching to considerate how the students learn in order to facilitate the learning.

Effects of cooperative learning strategy on undergraduate kinesiology students' learning styles.

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Meeuwsen, Harry J; King, George A; Pederson, Rockie

2005-10-01

A growing body of research supports cooperative learning as an effective teaching strategy. A specific cooperative learning strategy, Team-based Learning, was applied to a convenience sample of four undergraduate sophomore-level motor behavior courses over four semesters from Fall 2002 to Spring 2004 to examine whether this strategy would affect students' learning styles. The data from the Grasha-Reichmann Student Learning Style Scales indicated that this teaching strategy was associated with a significant decrease in the negative Avoidant and Dependent learning styles and an improvement in the positive Participant learning style.

An Intelligent System for Determining Learning Style

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Ozdemir, Ali; Alaybeyoglu, Aysegul; Mulayim, Naciye; Uysal, Muhammed

2018-01-01

In this study, an intelligent system which determines learning style of the students is developed to increase success in effective and easy learning. The importance of the proposed software system is to determine convenience degree of the student's learning style. Personal information form and Dunn Learning Style Preference Survey are used to…

Styles and Style-Stretching: How Are They Related to Successful Learning?

Science.gov (United States)

Griffiths, Carol; Inceçay, Görsev

2016-01-01

Although the learning style construct has aroused much interest over the years, questions remain regarding basic issues such as definition, the validity and/or reliability of various measurement instruments, and the relationship between learning style and successful learning. Furthermore, although maintaining stylistic flexibility is recommended…

An exploratory study of the relationship between learning styles and academic performance among students in different nursing programs.

Science.gov (United States)

Li, Yuh-Shiow; Yu, Wen-Pin; Liu, Chin-Fang; Shieh, Sue-Heui; Yang, Bao-Huan

2014-10-27

Abstract Background: Learning style is a major consideration in planning for effective and efficient instruction and learning. Learning style has been shown to influence academic performance in the previous research. Little is known about Taiwanese students' learning styles, particularly in the field of nursing education. Aim: This purpose of this study was to identify the relationship between learning styles and academic performance among nursing students in a five-year associate degree of nursing (ADN) program and a two-year bachelor of science in nursing (BSN) program in Taiwan. Methods/Design: This study employed a descriptive and exploratory design. The Chinese version of the Myers-Briggs Type Indicator (MBTI) Form M was an instrument. Data such as grade point average (GPA) were obtained from the Office of Academic Affairs and the Registrar computerized records. Descriptive statistics, one-way analysis of variance ANOVA) and chi-square statistical analysis were used to explore the relationship between academic performance and learning style in Taiwanese nursing students. Results/Findings: The study sample included 285 nursing students: 96 students in a two-year BSN program, and 189 students in a five-year ADN program. Two common learning styles were found: introversion, sensing, thinking, and judging (ISTJ); and introversion, sensing, feeling, and judging (ISFJ). A sensing-judging pair was identified in 43.3% of the participants. Academic performance was significantly related to learning style (p academic performance and enhance student success. A large sample is recommended for further research. Understanding the learning style preferences of students can enhance learning for those who are under performing in their academic studies, thereby enhancing nursing education.

Comparison of two creativity style measures.

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Houtz, John C; Selby, Edwin; Esquivel, Giselle B; Okoye, Ruth A; Peters, Kristen M; Treffinger, Donald J

2003-02-01

The purpose of this study was to examine the relation between two measures of creativity style for a sample of beginning teachers. 116 student teachers enrolled in an undergraduate teacher-education program in a medium-sized, metropolitan university completed the Kirton Adaption-Innovation Inventory and Basadur Creative Problem Solving Profile measures. A preference for an Innovator style (higher scores on Kirton's inventory) was correlated with the Generator profile on the Basadur profile (r=.36, p<.01). The KAI Efficiency scores, suggesting a preference for broad, global ideas as opposed to narrow, specific ones, was correlated with the Basadur Conceptualizer scores (r=.26, p<.01). Implications are discussed for teachers who must adapt to newer instructional and assessment methods designed to foster students' higher-level thinking skills.

Effects of problem-based learning by learning style in medical education.

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Chae, Su-Jin

2012-12-01

Although problem-based learning (PBL) has been popularized in many colleges, few studies have analyzed the relationship between individual differences and PBL. The purpose of this study was to analyze the relationship between learning style and the perception on the effects of PBL. Grasha-Riechmann Student Learning Style Scales was used to assess the learning styles of 38 students at Ajou University School of Medicine who were enrolled in a respiratory system course in 2011. The data were analyzed by regression analysis and Spearman correlation analysis. By regression analysis, dependent beta=0.478) and avoidant styles (beta=-0.815) influenced the learner's satisfaction with PBL. By Spearman correlation analysis, there was significant link between independent, dependent, and avoidant styles and the perception of the effect of PBL. There are few significant relationships between learning style and the perception of the effects of PBL. We must determine how to teach students with different learning styles and the factors that influence PBL.

Understanding Learning Style Variations among Undergraduate Students

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N. Jayakumar

2017-09-01

Full Text Available A study was conducted in Vellore district of Tamil Nadu state to understand the learning styles of students. The term learning style refers to the way or method or approach by which a student learns. The study explored the possible learning style variations among agricultural, horticultural, engineering and arts & science students and their association with academic achievement. One hundred and twelve students were randomly selected from the four streams and their learning styles were analyzed. In the agricultural and horticultural streams, a majority of the students were auditory learners. They were also found to be predominantly unimodal learners. Overall, it was found that majority of the students were visual learners followed by auditory and kinesthetic style. The highest percentage of kinesthetic learners was found among engineering students. Trimodal learners scored the highest mean percentage of marks. The influence of learning styles on the academic achievements of the students did not show a significant relationship.

Relationship between the Learning Styles Preferences and Academic Achievement

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Awang, H.; Samad, N. Abd; Faiz, N. S. Mohd; Roddin, R.; Kankia, J. D.

2017-08-01

The individual learning differences that have been much explored relate to differences in personality, learning styles, strategies and conceptual of learning. This article studies the learning style profile exhibited by students towards the academic achievement in Malaysian Polytechnic. The relationship between learning styles of Polytechnic students and their academic achievement based on VARK learning styles model. The target population was international business students of Malaysian Polytechnic. By means of randomly sampling method, 103 students were selected as sample of research. By descriptive - survey research method and a questionnaire adapted from VARK Learning Style Index, required data were collected. According to the results, no significantly difference between learning style and academic achievement of students. Students academic achievement was quite similar to their individual learning styles. These facts reveal that each learning style has its own strengths and weaknesses.

Effects of Learning Style and Training Method on Computer Attitude and Performance in World Wide Web Page Design Training.

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Chou, Huey-Wen; Wang, Yu-Fang

1999-01-01

Compares the effects of two training methods on computer attitude and performance in a World Wide Web page design program in a field experiment with high school students in Taiwan. Discusses individual differences, Kolb's Experiential Learning Theory and Learning Style Inventory, Computer Attitude Scale, and results of statistical analyses.…

Learning environment, learning styles and conceptual understanding

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Ferrer, Lourdes M.

1990-01-01

In recent years there have been many studies on learners developing conceptions of natural phenomena. However, so far there have been few attempts to investigate how the characteristics of the learners and their environment influence such conceptions. This study began with an attempt to use an instrument developed by McCarthy (1981) to describe learners in Malaysian primary schools. This proved inappropriate as Asian primary classrooms do not provide the same kind of environment as US classrooms. It was decided to develop a learning style checklist to suit the local context and which could be used to describe differences between learners which teachers could appreciate and use. The checklist included four dimensions — perceptual, process, self-confidence and motivation. The validated instrument was used to determine the learning style preferences of primary four pupils in Penang, Malaysia. Later, an analysis was made regarding the influence of learning environment and learning styles on conceptual understanding in the topics of food, respiration and excretion. This study was replicated in the Philippines with the purpose of investigating the relationship between learning styles and achievement in science, where the topics of food, respiration and excretion have been taken up. A number of significant relationships were observed in these two studies.

Learning styles and courseware design

OpenAIRE

Valley, Karen

1997-01-01

In this paper we examine how (courseware) can accommodate differences in preferred learning style. A review of the literature on learning styles is followed by a discussion of the implications of being able to accurately classify learners, and key issues that must be addressed are raised. We then present two courseware design solutions that take into account individual learning‐style preference: the first follows on from traditional research in this area and assumes that learners can be class...

Learning style, judgements of learning, and learning of verbal and visual information.

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Knoll, Abby R; Otani, Hajime; Skeel, Reid L; Van Horn, K Roger

2017-08-01

The concept of learning style is immensely popular despite the lack of evidence showing that learning style influences performance. This study tested the hypothesis that the popularity of learning style is maintained because it is associated with subjective aspects of learning, such as judgements of learning (JOLs). Preference for verbal and visual information was assessed using the revised Verbalizer-Visualizer Questionnaire (VVQ). Then, participants studied a list of word pairs and a list of picture pairs, making JOLs (immediate, delayed, and global) while studying each list. Learning was tested by cued recall. The results showed that higher VVQ verbalizer scores were associated with higher immediate JOLs for words, and higher VVQ visualizer scores were associated with higher immediate JOLs for pictures. There was no association between VVQ scores and recall or JOL accuracy. As predicted, learning style was associated with subjective aspects of learning but not objective aspects of learning. © 2016 The British Psychological Society.

Reducing the item number to obtain the same-length self-assessment scales: a systematic approach using result of graphical loglinear rasch models

DEFF Research Database (Denmark)

Nielsen, Tine; Kreiner, Svend

2011-01-01

The Revised Danish Learning Styles Inventory (R-D-LSI) (Nielsen 2005), which is an adaptation of Sternberg- Wagner Thinking Styles Inventory (Sternberg, 1997), comprises 14 subscales, each measuring a separate learning style. Of these 14 subscales, 9 are eight items long and 5 are seven items long...... Inventory (D-SA-LSI) comprising 14 subscales each with an item length of seven. The systematic approach to item reduction based on results of GLLRM will be presented and exemplified by its application to the R-D-LSI....

Learning style preferences among pre-clinical medical students

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Aye Aye Mon

2014-02-01

Full Text Available Generally, different students employ different learning styles dur-ing their studies and medical students are exposed to diverse methods of teaching. Therefore, understanding students’ learning style preference is an important consideration for a high quality and effective teaching and learning process.The aim of the study was to study the variation of learning styles among pre-clinical medical students of SEGi University, Malaysia. A cross-sectional study was performed by using VARK (Visual, Audio, Reading and Kinaesthetic questionnaire version 7.2 to assess the learning style preference of 98 (n=98 pre-clinical medical students in SEGi University. The questionnaire consists of 16 items which identify four different learning styles: visual, aural, reading/writing and kin-esthetic. Descriptive statistics were used to identify the learning styles of students. 61 students preferred multimodal as their learning style, out of which 43 (70% of them were female stu-dents and 18 (30% were male students. 37 students preferred unimodal as their learning style out of which 22 (59% of them were female students and 15 (41% were male students. In addi-tion, female students had more diverse preferences than male students by having 10 out of the other 11 possible combinations in multimodal learning style of preference, whereas the male stu-dents only had 5 out of the 11 combinations. In this study, there was no significant gender difference in the percentages of males and female students who preferred unimodal and multimodal styles of information presentation (P= 0.263; α=0.05. To con-clude, the majority of students of both genders had chosen quad-modal as their learning style preference. The results of this study can provide useful information for improving the quality of the teaching and learning experiences of students.

Effect of individual thinking styles on item selection during study time allocation.

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Jia, Xiaoyu; Li, Weijian; Cao, Liren; Li, Ping; Shi, Meiling; Wang, Jingjing; Cao, Wei; Li, Xinyu

2018-04-01

The influence of individual differences on learners' study time allocation has been emphasised in recent studies; however, little is known about the role of individual thinking styles (analytical versus intuitive). In the present study, we explored the influence of individual thinking styles on learners' application of agenda-based and habitual processes when selecting the first item during a study-time allocation task. A 3-item cognitive reflection test (CRT) was used to determine individuals' degree of cognitive reliance on intuitive versus analytical cognitive processing. Significant correlations between CRT scores and the choices of first item selection were observed in both Experiment 1a (study time was 5 seconds per triplet) and Experiment 1b (study time was 20 seconds per triplet). Furthermore, analytical decision makers constructed a value-based agenda (prioritised high-reward items), whereas intuitive decision makers relied more upon habitual responding (selected items from the leftmost of the array). The findings of Experiment 1a were replicated in Experiment 2 notwithstanding ruling out the possible effects from individual intelligence and working memory capacity. Overall, the individual thinking style plays an important role on learners' study time allocation and the predictive ability of CRT is reliable in learners' item selection strategy. © 2016 International Union of Psychological Science.

LEARNING STYLES AND SATISFACTION IN DISTANCE EDUCATION

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Darren C. WU

2014-10-01

Full Text Available Although complex, controversial, and contradicting, learning styles is highly influential. Distance education (DE has experienced tremendous growth in the last few decades. The popularity of learning styles and DE necessitates research. This correlational research study was conducted to determine if there is any evidence to incorporate learning styles in DE. The following is the research question for this study. Are students’ learning styles based on the visual, auditory, tactile model correlated to satisfaction of course format in an online undergraduate course? The participants of this study were students enrolled in three sections of the Contemporary Worldviews course at a private higher education institution (HEI. Learning styles were determined by a variant of the visual, auditory, read/write, and kinesthetic (VARK framework. Satisfaction of course format was determined from one composite question with responses based on a Likert scale. The response rate was 53.5%. Statistical analysis determined that learning styles was not correlated to satisfaction of course format in this current study. There are implications from this study that curriculum can be designed for a single course that leaves students highly satisfied. Educators should saturate DE courses with as much variance as feasible given technology and cost limitations to account for possible learning style differences.

The Factor Structure and Validity of the Persian Version of the Baumrind Parenting Style Inventory

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اصغر مینائی

2017-06-01

Full Text Available In this study, the factor structure and validity of the Persian version of the Baumrind parenting style inventory were evaluated among 576 mothers of elementary school students in Tehran who had been selected through multistage cluster sampling method. This study is, due to its subject and purposes a descriptive study based on psychometric methods. The factor structure of the inventory was tested by AMOS software based on the fitting and modification indicators in the confirmatory factor analysis. The results showed that all items of the parenting style inventory except the items of 24, 8, 13, 18, assess the previously determined factors of the inventory, and that the inventory’s questions have a relatively good validity. Also, stratified alpha was used to calculate the reliability of the whole inventory, and Guttman coefficient was utilized to calculate the reliability of subscales. The outcomes indicated that the inventory and its subscales possess a relatively good reliability.

Relationship between Student Pharmacist Decision Making Preferences and Experiential Learning.

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Williams, Charlene R; McLaughlin, Jacqueline E; Cox, Wendy C; Shepherd, Greene

2016-09-25

Objective. To determine if student pharmacists' preferences towards experiential and rational thinking are associated with performance on advanced pharmacy practice experiences (APPEs) and whether thinking style preference changes following APPEs. Methods. The Rational Experiential Inventory (REI), a validated survey of thinking style, was administered to student pharmacists before starting APPEs and re-administered after completing APPEs. APPE grades were compared to initial REI scores. Results. Rational Experiential Inventory scores remained consistent before and after APPEs. Overall, APPE grades were independent of REI scores. In a regression model, the REI experiential score was a significant negative predictor of hospital APPE grades. Conclusion. These findings suggest that overall APPE performance is independent of decision-making preference, and decision-making style does not change following immersion into APPEs. Instead of targeting teaching strategies towards a specific decision-making style, preceptors may use pedagogical approaches that promote sound clinical decision-making skills through critical thinking and reflection.

Relationship between Student Pharmacist Decision Making Preferences and Experiential Learning

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McLaughlin, Jacqueline E.; Cox, Wendy C.; Shepherd, Greene

2016-01-01

Objective. To determine if student pharmacists’ preferences towards experiential and rational thinking are associated with performance on advanced pharmacy practice experiences (APPEs) and whether thinking style preference changes following APPEs. Methods. The Rational Experiential Inventory (REI), a validated survey of thinking style, was administered to student pharmacists before starting APPEs and re-administered after completing APPEs. APPE grades were compared to initial REI scores. Results. Rational Experiential Inventory scores remained consistent before and after APPEs. Overall, APPE grades were independent of REI scores. In a regression model, the REI experiential score was a significant negative predictor of hospital APPE grades. Conclusion. These findings suggest that overall APPE performance is independent of decision-making preference, and decision-making style does not change following immersion into APPEs. Instead of targeting teaching strategies towards a specific decision-making style, preceptors may use pedagogical approaches that promote sound clinical decision-making skills through critical thinking and reflection. PMID:27756927

On the Relationship among Critical Thinking, Language Learning Strategy Use and University Achievement of Iranian English as a Foreign Language Majors

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Afshar, Hassan Soodmand; Movassagh, Hossein

2017-01-01

The study investigated the relationship among critical thinking, strategy use and university achievement. To this end, 76 English major students sat the California Critical Thinking Skills Test and filled out Oxford's Strategy Inventory for Language Learning. Participants' Grade Point Averages were regarded as their university achievement. The…

Learning Styles and Organisational Development in Practice

DEFF Research Database (Denmark)

Brix, Jacob; Lauridsen, Karen M.

2012-01-01

Issues of innovation and knowledge management are often treated from an organisational learning perspective. As a complement to this, there is a vast potential in the strategic enhancement of individual learning by implementing learning styles profiles and creating personal learning strategies...... for management and employees in a knowledge based organisation. Based on an action-research case study, we offer an example of how learning styles affects individual learning and thus personal knowledge creation in practice. The paper argues that innovation and knowledge management is enhanced and facilitated...... in practice by working with the learning styles of individuals and groups/teams....

Thinking Styles and Regret in Physicians.

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Djulbegovic, Mia; Beckstead, Jason; Elqayam, Shira; Reljic, Tea; Kumar, Ambuj; Paidas, Charles; Djulbegovic, Benjamin

2015-01-01

Decision-making relies on both analytical and emotional thinking. Cognitive reasoning styles (e.g. maximizing and satisficing tendencies) heavily influence analytical processes, while affective processes are often dependent on regret. The relationship between regret and cognitive reasoning styles has not been well studied in physicians, and is the focus of this paper. A regret questionnaire and 6 scales measuring individual differences in cognitive styles (maximizing-satisficing tendencies; analytical vs. intuitive reasoning; need for cognition; intolerance toward ambiguity; objectivism; and cognitive reflection) were administered through a web-based survey to physicians of the University of South Florida. Bonferroni's adjustment was applied to the overall correlation analysis. The correlation analysis was also performed without Bonferroni's correction, given the strong theoretical rationale indicating the need for a separate hypothesis. We also conducted a multivariate regression analysis to identify the unique influence of predictors on regret. 165 trainees and 56 attending physicians (age range 25 to 69) participated in the survey. After bivariate analysis we found that maximizing tendency positively correlated with regret with respect to both decision difficulty (r=0.673; prational-analytical thinking (r=-0.422; p<0.001), need for cognition (r=-0.340; p<0.001), and objectivism (r=-0.309; p=0.003) and positively correlated with ambiguity intolerance (r=0.285; p=0.012). However, after conducting a multivariate regression analysis, we found that regret was positively associated with maximizing only with respect to decision difficulty (r=0.791; p<0.001), while it was negatively associated with satisficing (r=-0.257; p=0.020) and objectivism (r=-0.267; p=0.034). We found no statistically significant relationship between regret and overall accuracy on conditional inferential tasks. Regret in physicians is strongly associated with their tendency to maximize; i.e. the

Learning styles of postgraduate and undergraduate medical students.

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Shukr, Irfan; Zainab, Roop; Rana, Mowadat H

2013-01-01

To compare learning styles of undergraduate and postgraduate medical students. Observational, comparative study. Department of Medical Education, Army Medical College, NUST, Rawalpindi, Pakistan, during February and March 2012. A total of 170 students were divided into two equal groups of undergraduate students of Army Medical College, and postgraduate students of Armed Forces Post Graduate Medical Institute, Rawalpindi. Learning Style Questionnaire (LSQ) was used to assess and categorize the participants into Honey and Mumford classification of learning styles. The responses of each student ranging from 'very strong,' 'strong', 'moderate', and 'low' preference towards activist, theorist, reflector and pragmatist learning styles were compiled. The two groups were compared using SPSS version 17, using Fisher's exact test and the chi-square test. A p-value of $lt; 0.05 was considered significant. Preferences for all four learning styles were present in both groups. The results reveal an overall statistically significant difference in the 'very strong' preference in learning styles between the two study groups (p=0.002). Among the undergraduate students, 45% had a very strong preference for being an activist, whereas in postgraduate students, 38% had very strong preference for reflector, and 35% for theorist. This was statistically significant for activist, and reflector, and attained a p-value of learning style was pragmatist in both undergraduate and postgraduate students. Diversity of learning styles at undergraduate and postgraduate level of medical education calls for multiplicity of instructional and assessment modalities to match them. The learning styles amongst the undergraduate medical students are different from the postgraduates. The postgraduates commonly have the reflector learning style while the undergraduates are predominantly activists and theorists.

The Relationship Between the Learning Style Perceptual Preferences of Urban Fourth Grade Children and the Acquisition of Selected Physical Science Concepts Through Learning Cycle Instructional Methodology.

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Adams, Kenneth Mark

The purpose of this research was to investigate the relationship between the learning style perceptual preferences of fourth grade urban students and the attainment of selected physical science concepts for three simple machines as taught using learning cycle methodology. The sample included all fourth grade children from one urban elementary school (N = 91). The research design followed a quasi-experimental format with a single group, equivalent teacher demonstration and student investigation materials, and identical learning cycle instructional treatment. All subjects completed the Understanding Simple Machines Test (USMT) prior to instructional treatment, and at the conclusion of treatment to measure student concept attainment related to the pendulum, the lever and fulcrum, and the inclined plane. USMT pre and post-test scores, California Achievement Test (CAT-5) percentile scores, and Learning Style Inventory (LSI) standard scores for four perceptual elements for each subject were held in a double blind until completion of the USMT post-test. The hypothesis tested in this study was: Learning style perceptual preferences of fourth grade students as measured by the Dunn, Dunn, and Price Learning Style Inventory (LSI) are significant predictors of success in the acquisition of physical science concepts taught through use of the learning cycle. Analysis of pre and post USMT scores, 18.18 and 30.20 respectively, yielded a significant mean gain of +12.02. A controlled stepwise regression was employed to identify significant predictors of success on the USMT post-test from among USMT pre-test, four CAT-5 percentile scores, and four LSI perceptual standard scores. The CAT -5 Total Math and Total Reading accounted for 64.06% of the variance in the USMT post-test score. The only perceptual element to act as a significant predictor was the Kinesthetic standard score, accounting for 1.72% of the variance. The study revealed that learning cycle instruction does not appear

Learning Style Preferences of Iranian EFL High School Students

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Reza Vaseghi

2013-05-01

Full Text Available 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.

CULTURAL VARIATIONS IN LEARNING AND LEARNING STYLES

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Pegah OMIDVAR,, Putra University, MALAYSIA

2012-08-01

Full Text Available The need for cross-cultural understanding of the relationship between culture and learning style is becoming increasingly important because of the changing cultural mix of classrooms and society at large. The research done regarding the two variables is mostly quantitative. This review summarizes results of the existing research on cultural variations in learning styles. Limitations of the existing studies are discussed and some suggestion for future research is proposed.

A comparative study about learning styles preferences of two cultures

Science.gov (United States)

Kutay, Huban

From an anthropologist's (Maddock, 1981) point of view, "science and science education are cultural enterprises which form a part of the wider cultural matrix of society and educational considerations concerning science must be made in the light of this wider perspective" (p.10). In addition, Spindler (1987) states that teaching science is considered cultural transmission while, Wolcott (1991) focuses on learning science as culture acquisition. In these statements, culture is defined as "an ordered system of meaning and symbols, in terms of which social interaction takes place" (Geertz, 1973). Thus, learning and culture are a partnership. Jones and Fennimore (1990) state: "Every culture brings habits of thought, resources, and context, which have built into them vehicles that promote learning and inquiry. Accordingly, children of any culture can and should have curriculum and instructional practices that draw from that culture." (p.16). Unfortunately, even though this statement is probably accurate, most schools still use the same curriculum, instructional methods, and assessment strategies for all students regardless of their differences in learning styles. The purpose of this study is to identify the relationship between students' learning styles and their culture. This is a correlational study. Does culture limit or expand the learning of individuals? For this study Turkish students who graduated from a Turkish high school and undertook undergraduate education in the United States or finished their undergraduate education in Turkey and pursued graduate education in the United States were identified. These Turkish subjects were compared to American college students through learning styles data and anxiety levels as cultural markers. To identify individuals' learning styles we used the Building Excellence (BE) instrument, which is an adult version of The Learning Style Inventory by Dunn, and Rundle (1996.1997, 1998, 1999, and 2000). BE assesses twenty four

Coping Styles and Psychological Distress among Hong Kong University Students: Validation of the Collectivist Coping Style Inventory

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Siu, Angela F. Y.; Chang, Jian Fang

2011-01-01

This study examined the factorial structure of the Collectivist Coping Style inventory (Heppner "et al." "Journal of Counseling Psychology" 53:107-125, 2006) and investigated how the effects of stress-related events on psychological distress are mediated through coping strategies. Three hundred and five Hong Kong university…

Learning Styles of Radiography Students during Clinical Practice

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Ward, L. Patrice

2009-01-01

The purpose of this study was to identify and describe the common learning styles of radiography students during clinical practice. Quantitative, descriptive research methodology identified the learning styles of radiography students. A single self-report questionnaire, developed to assess learning styles in clinical practice, was administered…

Exploring the Relationship between Critical Thinking Style and Water Conservation Behavior: Implications for Extension

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Owens, Courtney T.; Lamm, Alexa J.

2016-01-01

In the past several years Cooperative Extension has focused on developing educational programs that address water conservation, specifically for individuals using exorbitant amounts of water, with limited success. However, few research studies have examined how the way people think, including their critical thinking styles, can be used to inform…

Preference Learning Style in Engineering Mathematics: Students' Perception of E-Learning

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Tawil, Norngainy Mohd; Ismail, Nur Arzilah; Asshaari, Izamarlina; Othman, Haliza; Zaharim, Azami; Bahaludin, Hafizah

2013-01-01

Nowadays, traditional learning styles are assisted with e-learning components to ensure the effectiveness of the teaching and learning process, especially for the students. This approach is known as blended learning. Objective of this paper is to investigate and clarify the students' preferences in learning style, either traditional or e-learning.…

A social work study on relationship between thinking styles, self-esteem and socio-economic conditions among university students

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Sahar Mirghobad Khodarahmi

2013-07-01

Full Text Available This paper presents a social work study on relationship between thinking style and self-esteem as well as socio-economic conditions among university students. The study selects 512 students from Islamic Azad University of Najafabad in province of Esfahan, Iran and distributes a questionnaire, which measures creativity and self-esteem. We also collect students’ socio-economic conditions and analyze the information. The results of our survey disclose that thinking style and self-esteem have overlap with each other. In addition, students with better socio-economic conditions are more creative and use complex style of thinking. The study also provides some guidelines for practically implementing the results of our survey among other students.

PowerPoint presentation in learning physiology by undergraduates with different learning styles.

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Ankad, Roopa B; Shashikala, G V; Herur, Anita; Manjula, R; Chinagudi, Surekharani; Patil, Shailaja

2015-12-01

PowerPoint presentations (PPTs) have become routine in medical colleges because of their flexible and varied presentation capabilities. Research indicates that students prefer PPTs over the chalk-and-talk method, and there is a lot of debate over advantages and disadvantages of PPTs. However, there is no clear evidence that PPTs improve student learning/performance. Furthermore, there are a variety of learning styles with sex differences in classrooms. It is the responsibility of teacher/facilitator and student to be aware of learning style preferences to improve learning. The present study asked the following research question: do PPTs equally affect the learning of students with different learning styles in a mixed sex classroom? After we assessed students' predominant learning style according to the sensory modality that one most prefers to use when learning, a test was conducted before and after a PPT to assess student performance. The results were analyzed using Student's t-test and ANOVA with a Bonferroni post hoc test. A z-test showed no sex differences in preferred learning styles. There was significant increase in posttest performance compared with that of the pretest in all types of learners of both sexes. There was also a nonsignificant relationship among sex, learning style, and performance after the PPT. A PPT is equally effective for students with different learning style preferences and supports mixed sex classrooms. Copyright © 2015 The American Physiological Society.

[Relationship between self-directed learning with learning styles and strategies in medical students].

Science.gov (United States)

Márquez U, Carolina; Fasce H, Eduardo; Pérez V, Cristhian; Ortega B, Javiera; Parra P, Paula; Ortiz M, Liliana; Matus B, Olga; Ibáñez G, Pilar

2014-11-01

Self-directed learning (SDL) skills are particularly important in medical education, considering that physicians should be able to regulate their own learning experiences. To evaluate the relationship between learning styles and strategies and self-directed learning in medical students. One hundred ninety nine first year medical students (120 males) participated in the study. Preparation for Independent Learning (EPAI) scale was used to assess self-direction. Schmeck learning strategies scale and Honey and Alonso (CHAEA) scales were used to evaluate learning styles and strategies. Theoretical learning style and deep processing learning strategy had positive correlations with self-direct learning. Medical students with theoretical styles and low retention of facts are those with greater ability to self-direct their learning. Further studies are required to determine the relationship between learning styles and strategies with SDL in medical students. The acquired knowledge will allow the adjustment of teaching strategies to encourage SDL.

Learning Style Preferences of Southeast Asian Students.

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Park, Clara C.

2000-01-01

Investigated the perceptual learning style preferences (auditory, visual, kinesthetic, and tactile) and preferences for group and individual learning of Southeast Asian students compared to white students. Surveys indicated significant differences in learning style preferences between Southeast Asian and white students and between the diverse…

The Association between Students' Style of Learning Preferences, Social Presence, Collaborative Learning and Learning Outcomes

Science.gov (United States)

Chen, Clement; Jones, Keith T.; Xu, Shawn

2018-01-01

Differences in styles of learning have become important considerations at all levels of education over the last several years. Examining college students' preferred style of learning is useful for course design and effective instructional methods. Using the Felder-Silverman Index of Learning Styles (ILS), we investigate how students' styles of…

Learning-style bias and the development of psychopathy.

Science.gov (United States)

Moul, Caroline; Dadds, Mark R

2013-02-01

In accordance with a recently proposed account of amygdala function in psychopathy, it is hypothesized that people with high levels of psychopathic personality traits have a bias in learning style to encode the general valence, and neglect the specific-features, of an outcome. We present a novel learning task designed to operationalize these biases in learning style. The results from pilot samples of healthy adults and children and from a clinical sample of children with conduct problems provide support for the validity of the learning task as a measure of learning style and demonstrate a significant relationship between general-valence style learning and psychopathic personality traits. It is suggested that this relationship may be important for the aetiology of the social-cognitive deficits exhibited by psychopaths. These preliminary results suggest that this measure of learning style has the potential to be utilized as a research tool and may assist with the early identification, and treatment, of children with conduct problems and high levels of callous-unemotional traits.

Learning Style Preferences and the Perceived Usefulness of E-Learning

Science.gov (United States)

Mohr, Alexander Toni; Holtbrugge, Dirk; Berg, Nicola

2012-01-01

This paper uses data gathered from 953 students to investigate how far individuals' preferences for a particular learning style are associated with the perceived usefulness of e-learning. Our findings reveal the effect of individuals' learning styles as well as their gender and professional experience on the perceived usefulness of different forms…

Designing a model for critical thinking development in AJA University of Medical Sciences

Science.gov (United States)

MAFAKHERI LALEH, MAHYAR; MOHAMMADIMEHR, MOJGAN; ZARGAR BALAYE JAME, SANAZ

2016-01-01

Introduction: In the new concept of medical education, creativity development is an important goal. The aim of this research was to identify a model for developing critical thinking among students with the special focus on learning environment and learning style. Methods: This applied and cross-sectional study was conducted among all students studying in undergraduate and professional doctorate programs in Fall Semester 2013-2014 in AJA University of Medical Sciences (N=777). The sample consisted of 257 students selected based on the proportional stratified random sampling method. To collect data, three questionnaires including Critical Thinking, Perception of Learning Environment and Learning Style were employed. The data were analyzed using Pearson's correlation statistical test, and one-sample t-test. The Structural Equation Model (SEM) was used to test the research model. SPSS software, version 14 and the LISREL software were used for data analysis. Results: The results showed that students had significantly assessed the teaching-learning environment and two components of "perception of teachers" and "perception of emotional-psychological climate" at the desirable level (pcritical thinking among students in terms of components of "commitment", "creativity" and "cognitive maturity" was at the relatively desirable level (pcritical thinking through learning style. Conclusion: One of the factors which can significantly impact the quality improvement of the teaching and learning process in AJA University of Medical Sciences is to develop critical thinking among learners. This issue requires providing the proper situation for teaching and learning critical thinking in the educational environment. PMID:27795968

Learning Styles of Law Enforcement Officers: Does Police Work Affect How Officers Learn?

Science.gov (United States)

Landry, John M.

2011-01-01

This quantitative study utilized the VARK learning style preference assessment instrument to examine how full-time sworn law enforcement officers learn and attempted to identify a predominant learning style preference among the participants. The primary question was: Which is the dominant learning style preference of full-time sworn law…

More Dialectical Thinking, Less Creativity? The Relationship between Dialectical Thinking Style and Creative Personality: The Case of China

Science.gov (United States)

Liu, Hui; Wang, Fei-xue; Yang, Xiao-yang

2015-01-01

People use dialectical thinking to be holistic, reconcile contradictions, and emphasize changes when processing information and managing problems. Using a questionnaire survey, this study examined the relationship between dialectical thinking and creative personality in the Chinese culture, which encourages a holistic and collective thinking style. Undergraduates majoring in different subjects and adults in different professions were surveyed. The results showed that 1) compared with undergraduates majoring in art and adults from the design industry, undergraduates majoring in other disciplines significantly showed the least creative personality; 2) the highest score for dialectical thinking was found in the group of undergraduates who majored in other disciplines, followed by the adult group, and the undergraduates majoring in art had the lowest score; and 3) A negative relationship between dialectical thinking and creative personality was found mostly in the UMA group. The limitations of this study and suggestions for future research are discussed. PMID:25856372

More dialectical thinking, less creativity? The relationship between dialectical thinking style and creative personality: the case of China.

Science.gov (United States)

Liu, Hui; Wang, Fei-xue; Yang, Xiao-yang

2015-01-01

People use dialectical thinking to be holistic, reconcile contradictions, and emphasize changes when processing information and managing problems. Using a questionnaire survey, this study examined the relationship between dialectical thinking and creative personality in the Chinese culture, which encourages a holistic and collective thinking style. Undergraduates majoring in different subjects and adults in different professions were surveyed. The results showed that 1) compared with undergraduates majoring in art and adults from the design industry, undergraduates majoring in other disciplines significantly showed the least creative personality; 2) the highest score for dialectical thinking was found in the group of undergraduates who majored in other disciplines, followed by the adult group, and the undergraduates majoring in art had the lowest score; and 3) A negative relationship between dialectical thinking and creative personality was found mostly in the UMA group. The limitations of this study and suggestions for future research are discussed.

The Influence of Learning Style on English Learning Achievement Among Undergraduates in Mainland China.

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Huang, Fang; Hoi, Cathy Ka Weng; Teo, Timothy

2018-03-26

Learning style is one of the main factors that determines how students learn English and has a significant influence on students' learning strategy selection, which further affects their learning outcomes (Ehrman and Oxford in Mod Lang J 74(3):311-327, 1990; Oxford in Language learning styles and strategies: an overview, 2003. http://web.ntpu.edu.tw/~language/workshop/read2.pdf ). This study examines the learning style preferences of Chinese university students and whether those preferences influence their English achievements. Four hundred undergraduates from one university in eastern mainland China participated in this study. Data from 329 valid questionnaires were analysed. The results revealed that the Chinese university students preferred the visual learning style the most, followed by the auditory and kinaesthetic styles. However, no learning style preference was found to influence the students' English proficiency. Cultural reasons are discussed to explain the findings, which contradict those of previous studies of learning style theories and practices. This study recommends that Chinese scholars consider issues of English teaching and learning in China and to adopt appropriate teaching methods to effectively improve English teaching.

Tablet PC Support of Students' Learning Styles

Directory of Open Access Journals (Sweden)

Shreya Kothaneth

2012-12-01

Full Text Available In the context of rapid technology development, it comes as no surprise that technology continues to impact the educational domain, challenging traditional teaching and learning styles. This study focuses on how students with different learning styles use instructional technology, and in particular, the tablet PC, to enhance their learning experience. The VARK model was chosen as our theoretical framework as we analyzed responses of an online survey, both from a quantitative and qualitative standpoint. Results indicate that if used correctly, the tablet PC can be used across different learning styles to enrich the educational experience.

Evidence-Based Higher Education - Is the Learning Styles 'Myth' Important?

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Newton, Philip M; Miah, Mahallad

2017-01-01

The basic idea behind the use of 'Learning Styles' is that learners can be categorized into one or more 'styles' (e.g., Visual, Auditory, Converger) and that teaching students according to their style will result in improved learning. This idea has been repeatedly tested and there is currently no evidence to support it. Despite this, belief in the use of Learning Styles appears to be widespread amongst schoolteachers and persists in the research literature. This mismatch between evidence and practice has provoked controversy, and some have labeled Learning Styles a 'myth.' In this study, we used a survey of academics in UK Higher Education ( n = 114) to try and go beyond the controversy by quantifying belief and, crucially, actual use of Learning Styles. We also attempted to understand how academics view the potential harms associated with the use of Learning Styles. We found that general belief in the use of Learning Styles was high (58%), but lower than in similar previous studies, continuing an overall downward trend in recent years. Critically the percentage of respondents who reported actually using Learning Styles (33%) was much lower than those who reported believing in their use. Far more reported using a number of techniques that are demonstrably evidence-based. Academics agreed with all the posited weaknesses and harms of Learning Styles theory, agreeing most strongly that the basic theory of Learning Styles is conceptually flawed. However, a substantial number of participants (32%) stated that they would continue to use Learning Styles despite being presented with the lack of an evidence base to support them, suggesting that 'debunking' Learning Styles may not be effective. We argue that the interests of all may be better served by promoting evidence-based approaches to Higher Education.

ePortfolio and learning styles in Nursing Education

DEFF Research Database (Denmark)

Nielsen, Kirsten; Helms, Niels Henrik; Pedersen, Birthe D.

ePortfolio & learning styles in Nursing Education Background Examination of the literature shows both advantages and disadvantages in implementing ePortfolio and learning styles in Nursing Education. The students reflect on nursing practice as well as on their strengths and weaknesses...... priority than learning the practical craft of nursing in clinical settings. Insight into preferred learning style can be an advantage to both students and preceptors in attempt to promote students´ learning potential, but there are quite many different theoretical approaches and definitions of the concept...... of Nursing, VIA University College, DK wanted to intensify the differentiated guidance of students, and developed an ePortfolio which aim to facilitate four learning styles as described by Honey and Mumford. It was tested in a pilot project and now, a qualitative study of how learning is mediated in clinical...

Are Learning Styles Relevant to Virtual Reality?

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Chen, Chwen Jen; Toh, Seong Chong; Ismail, Wan Mohd Fauzy Wan

2005-01-01

This study aims to investigate the effects of a virtual reality (VR)-based learning environment on learners with different learning styles. The findings of the aptitude-by-treatment interaction study have shown that learners benefit most from the VR (guided exploration) mode, irrespective of their learning styles. This shows that the VR-based…

A Teaching Elixir, Learning Chimera or Just Fool's Gold? Do Learning Styles Matter?

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Rayner, Steve

2007-01-01

The idea of a personal style in learning has grown during the past decade to dominate teacher discourse in the UK. The theory supporting this idea is work in understanding cognitive and learning style. A recent review of learning styles for the Learning and Skills Development Agency in the UK has been widely publicised and is deeply critical of…

Learning Style Preferences of Iranian EFL High School Students

OpenAIRE

Reza Vaseghi; Hamed Barjesteh; Sedigheh Shakib

2013-01-01

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 Pref...

Partners or Partners in Crime? The Relationship Between Criminal Associates and Criminogenic Thinking.

Science.gov (United States)

Whited, William H; Wagar, Laura; Mandracchia, Jon T; Morgan, Robert D

2017-04-01

Meta-analyses examining the risk factors for recidivism have identified the importance of ties with criminal associates as well as thoughts and attitudes conducive to the continuance of criminal behavior (e.g., criminogenic thinking). Criminologists have theorized that a direct relationship exists between the association with criminal peers and the development of criminogenic thinking. The present study empirically explored the relationship between criminal associates and criminogenic thinking in 595 adult male inmates in the United States. It was hypothesized that the proportion of free time spent with and number of criminal associates would be associated with criminogenic thinking, as measured by two self-report instruments, the Measure of Offender Thinking Styles-Revised (MOTS-R) and the Psychological Inventory of Criminal Thinking Styles (PICTS). Hierarchal linear regression analyses demonstrated that the proportion of free time spent with criminal associates statistically predicted criminogenic thinking when controlling for demographic variables. The implications of these findings on correctional practice (including assessment and intervention) as well as future research are discussed.

More dialectical thinking, less creativity? The relationship between dialectical thinking style and creative personality: the case of China.

Directory of Open Access Journals (Sweden)

Hui Liu

Full Text Available People use dialectical thinking to be holistic, reconcile contradictions, and emphasize changes when processing information and managing problems. Using a questionnaire survey, this study examined the relationship between dialectical thinking and creative personality in the Chinese culture, which encourages a holistic and collective thinking style. Undergraduates majoring in different subjects and adults in different professions were surveyed. The results showed that 1 compared with undergraduates majoring in art and adults from the design industry, undergraduates majoring in other disciplines significantly showed the least creative personality; 2 the highest score for dialectical thinking was found in the group of undergraduates who majored in other disciplines, followed by the adult group, and the undergraduates majoring in art had the lowest score; and 3 A negative relationship between dialectical thinking and creative personality was found mostly in the UMA group. The limitations of this study and suggestions for future research are discussed.

ePortfolio & learning styles in Nursing Education

DEFF Research Database (Denmark)

Nielsen, Kirsten; Helms, Niels Henrik; Pedersen, Birthe D.

2012-01-01

Background Examination of the literature shows both advantages and disadvantages in implementing ePortfolio and learning styles in Nursing Education. The students reflect on nursing practice as well as on their strengths and weaknesses, and reflecting in the portfolio increases self-awareness, pe......Background Examination of the literature shows both advantages and disadvantages in implementing ePortfolio and learning styles in Nursing Education. The students reflect on nursing practice as well as on their strengths and weaknesses, and reflecting in the portfolio increases self...... in clinical settings. Insight into preferred learning style can be an advantage to both students and preceptors in attempt to promote students´ learning potential, but there are quite many different theoretical approaches and definitions of the concept, and reviewers call attention to the risk that teachers...... to intensify the differentiated guidance of students, and developed an ePortfolio which aim to facilitate four learning styles as described by Honey and Mumford. It was tested in a pilot project and now, a qualitative study of how learning is mediated in clinical education through this ePortfolio is passing...

What is the source of cultural differences? -- Examining the influence of thinking style on the attribution process.

Science.gov (United States)

Jen, Chun-Hui; Lien, Yunn-Wen

2010-02-01

The present research is intended to find out whether individuals with analytic or holistic thought have different attribution processes. Cross-cultural research has suggested that East Asians, who tend to have a holistic thought pattern, differ in cognitive process from Westerners, who tend to engage in analytic thought. However, studies that found cultural difference in attribution process may have non-equivalence problems that make it hard to interpret the causal relationship between thinking style and attribution process. The present research extends this by measuring participants' thinking style within a single culture in order to ensure equivalence on potentially confounding variables such as prior knowledge and cognitive capacity. Two experiments demonstrate that both types of thinkers have identical attribution processes and suggest different thinking styles might relate to different tendencies toward situational information, but not to the attribution process itself. Copyright 2009 Elsevier B.V. All rights reserved.

Decision-Making Styles in the Workplace

Directory of Open Access Journals (Sweden)

Silvia Raffaldi

2012-05-01

Full Text Available Two procedures were adopted to assess decision-making styles in the workplace: (a the administration of traditional standardized self-report questionnaires and (b open-ended questions about the way respondents would take decisions in a critical business case. Seventy-four adults were given two questionnaires: the Preference for Intuition and Deliberation, which assesses “deliberative” or “intuitive” decision style, and the Style of Learning and Thinking, which assesses thinking styles as “left” (namely, analytical-systematic or “right” (that is, global-intuitive. Participants were also presented with a business case that involved taking a decision. Responses to the business case were used to classify approaches to decision making as “analytical-systematic” or “global-intuitive.” Results showed that the questionnaires correlated consistently with scores from the business case, thus supporting the notion that the assessment of decision style through self-report questionnaires is reliable and valid.

Learning Styles: A Comparison between Indian and German Business Students

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Bhatnagar, Tushar; Sinha, Vinita

2018-01-01

Every individual is characterized by a learning style which an individual develops over a course of time. The learning style may be shaped by different cultural environment. This study aims to find and compare the learning style of Indian and German business students by examining the learning styles of 81 students from India and Germany. The study…

Teachers' learning about research for enhancing students' thinking skills in science learning

Science.gov (United States)

Nammungkhun, Wisanugorn; Satchukorn, Sureerat; Saenpuk, Nudchanard; Yuenyong, Chokchai; Chantharanuwong, Warawun

2018-01-01

This paper aimed to clarify teachers' learning about research for enhancing students' thinking skills in science learning. The study applied the lens of sociocultural view of learning to discuss teachers' learning about research. Participants included teachers who participated in the project of thinking research schools: research for enhancing students' thinking skills. The project of thinking research schools provided participants chance to learn knowledge about research and thinking research, doing research and publication, and participate in the international conference. Methodology regarded ethnographic research. The tools of interpretation included participant observation, interview, and document analysis. The researchers as participants of the research project of thinking research schools tried to clarify what they learned about research from their way of seeing the view of research about enhancing students' thinking skills through participant observation. The findings revealed what and how teachers as apprenticeship learn about research through legitimate peripheral participation in the research project community of practice. The paper clarified teachers' conceptualization about research for enhancing students' thinking through the workshop, doing research, writing up research article with supported by experts, presenting research in the international conference, editing their research article on the way of publishing, and so on.

Identifying Students learning Styles as a Way to Promote Learning Quality

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Jafar Sadegh Tabrizi

2013-05-01

Full Text Available Introduction: The major part of peoples knowledge, skills and abilities are achieved during the complex process called learning. Learning is not simply the product of mere intelligence and capabilities of individual; it also depends on other factors such as personality traits, personal interests, and t ype of duty and di fferent methods and st yles. The understanding of each individual fits with his/her learning style. The aim of this study was to determine the learning st yles of Health Care Management students in Tabriz University of Medical Sciences. Methods: Learning styles of 55 Health Services Management students in Tabriz Health and Nutrition Faculty were evaluated in 2009 using a twelve-question Kolb questionnaire in a descriptive study. The data was anal yzed using SPSS. And the frequency of students learning styles was identified by their ages and averages. Results: In this study, 69% of the students were female and the dominant learning method was Assimilator (42%. Other styles with a regard to their frequency were Diverge (24%, Coverage (22%and Accommodator (12%. In the present study,no statistically significant relationship was found in learning styles between the gender (p= 0.644and average (p = 0.676of the students. Conclusion: Assimilator and Diverge methods were the most common ones among the management students. Hence, to improve the quality of learning in this group of students, it is proposed that the teachers use interactive and creative teaching methods such as small and la rge group discussion,brain storming, problem solving, debate-based learning, self-learning and lecturing.

Using Discovery Learning to Encourage Creative Thinking

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Mardia Hi. Rahman

2017-10-01

Full Text Available Creative thinking ability development is needed to be implemented by every educator including lecturers to their students. Therefore, they need to seriously act and design their learning process. One of the ways to develop student’s creative thinking is using discovery learning model. This research is conducted in physics education study program in 2016 with students who took learning and teaching class as research subject. From the research analysis result and discussion, it can be concluded that discovery learning model can encourage students’ creative thinking ability in learning and teaching strategy subject.

Understanding the learning styles of undergraduate physiotherapy ...

African Journals Online (AJOL)

Background. Undergraduate students at universities have different learning styles. To perform optimally, both they and their educators should be made aware of their preferred learning styles and problem-solving abilities. Students have different backgrounds, strengths, weaknesses, interests, ambitions, levels of motivation ...

Chinese Parenting Styles and Children's Self-Regulated Learning

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Huang, Juan; Prochner, Larry

2004-01-01

Self-regulated learning is an important aspect of student learning and academic achievement. Certain parenting styles help children develop self-regulated learning and encourage them to exert control over their own learning. The purpose of this study was to examine the relationship between Chinese parenting style and children's involvement in…

Do yogis have "Learning Styles"? (A somatic solution).

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Strean, William Ben

2017-01-01

Learning styles has captivated a great deal of attention in yoga teacher training. The triad of visual, auditory, and kinesthetic learning styles has been particularly popular; yet as Sharp et al . asserted, such an approach trivializes the complexity of learning and compromises scholarship at all levels of the education community. This paper addresses that although there is great merit in recognizing yoga students' differences and preferences, many uses of learning styles in yoga teacher training are superficial and promote self-handicapping. A somatic perspective (from soma, the body in its wholeness) offers a framework to reconsider the depth of effective learning.

Critical Review on Affect of Personality on Learning Styles

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Kamarulzaman, Wirawani

2012-01-01

This paper is intended to review the affect of personality on learning styles. Costa and McCrae's Five-Factor Model of Personality (The Big 5) is explored against Kolb Learning Styles. The Big 5 factors are extraversion, neuroticism, openness, agreeableness and conscientiousness, whereas Kolb Learning Styles are divergers, assimilators,…

Simulated and Virtual Science Laboratory Experiments: Improving Critical Thinking and Higher-Order Learning Skills

Science.gov (United States)

Simon, Nicole A.

Virtual laboratory experiments using interactive computer simulations are not being employed as viable alternatives to laboratory science curriculum at extensive enough rates within higher education. Rote traditional lab experiments are currently the norm and are not addressing inquiry, Critical Thinking, and cognition throughout the laboratory experience, linking with educational technologies (Pyatt & Sims, 2007; 2011; Trundle & Bell, 2010). A causal-comparative quantitative study was conducted with 150 learners enrolled at a two-year community college, to determine the effects of simulation laboratory experiments on Higher-Order Learning, Critical Thinking Skills, and Cognitive Load. The treatment population used simulated experiments, while the non-treatment sections performed traditional expository experiments. A comparison was made using the Revised Two-Factor Study Process survey, Motivated Strategies for Learning Questionnaire, and the Scientific Attitude Inventory survey, using a Repeated Measures ANOVA test for treatment or non-treatment. A main effect of simulated laboratory experiments was found for both Higher-Order Learning, [F (1, 148) = 30.32,p = 0.00, eta2 = 0.12] and Critical Thinking Skills, [F (1, 148) = 14.64,p = 0.00, eta 2 = 0.17] such that simulations showed greater increases than traditional experiments. Post-lab treatment group self-reports indicated increased marginal means (+4.86) in Higher-Order Learning and Critical Thinking Skills, compared to the non-treatment group (+4.71). Simulations also improved the scientific skills and mastery of basic scientific subject matter. It is recommended that additional research recognize that learners' Critical Thinking Skills change due to different instructional methodologies that occur throughout a semester.

Learning Styles and Continuing Medical Education.

Science.gov (United States)

Van Voorhees, Curtis; And Others

1988-01-01

The Gregorc Style Delineator--Word Matrix was administered to 2,060 physicians in order to gain a better understanding of their participation in continuing medical education. The study showed that 63 percent preferred the concrete sequential learning style. Different style preferences may account for some of the apparent disparity between…

Supernatural Belief Is Not Modulated by Intuitive Thinking Style or Cognitive Inhibition.

Science.gov (United States)

Farias, Miguel; van Mulukom, Valerie; Kahane, Guy; Kreplin, Ute; Joyce, Anna; Soares, Pedro; Oviedo, Lluis; Hernu, Mathilde; Rokita, Karolina; Savulescu, Julian; Möttönen, Riikka

2017-11-08

According to the Intuitive Belief Hypothesis, supernatural belief relies heavily on intuitive thinking-and decreases when analytic thinking is engaged. After pointing out various limitations in prior attempts to support this Intuitive Belief Hypothesis, we test it across three new studies using a variety of paradigms, ranging from a pilgrimage field study to a neurostimulation experiment. In all three studies, we found no relationship between intuitive or analytical thinking and supernatural belief. We conclude that it is premature to explain belief in gods as 'intuitive', and that other factors, such as socio-cultural upbringing, are likely to play a greater role in the emergence and maintenance of supernatural belief than cognitive style.

Detection Learning Style Vark For Out Of School Children (OSC)

Science.gov (United States)

Amran, Ali; Desiani, Anita; Hasibuan, MS

2017-04-01

Learning style is different for every learner especially for out of school children or OSC. They are not like formal students, they are learners but they don’t have a teacher as a guide for learning. E-learning is one of the solutions to help OSC to get education. E-learning should have preferred learning styles of learners. Data for identifying the learning style in this study were collected with a VARK questionnaire from 25 OSC in junior high school level from 5 municipalities in Palembang. The validity of the questionnaire was considered on basis of experts’ views and its reliability was calculated by using Cronbach’s alpha coefficients (α=0.68). Overall, 55% preferred to use a single learning style (Uni-modal). Of these, 27,76% preferred Aural, 20,57% preferred Reading Writing, 33,33% preferred Kinaesthetic and 23,13% preferred Visual. 45% of OSC preferred more than one style, 30% chose two-modes (bimodal), and 15% chose three-modes (tri-modal). The Most preferred Learning style of OSC is kinaesthetic learning. Kinaesthetic learning requires body movements, interactivities, and direct contacts with learning materials, these things can be difficult to implement in eLearning, but E-learning should be able to adopt any learning styles which are flexible in terms of time, period, curriculum, pedagogy, location, and language.

Approaches and Study Skills Inventory for Students (ASSIST) in an Introductory Course in Chemistry

Science.gov (United States)

Brown, Stephen; White, Sue; Wakeling, Lara; Naiker, Mani

2015-01-01

Approaches to study and learning may enhance or undermine educational outcomes, and thus it is important for educators to be knowledgeable about their students' approaches to study and learning. The Approaches and Study Skills Inventory for Students (ASSIST)--a 52 item inventory which identifies three learning styles (Deep, Strategic, and…

Thinking Styles and Regret in Physicians.

Directory of Open Access Journals (Sweden)

Mia Djulbegovic

Full Text Available Decision-making relies on both analytical and emotional thinking. Cognitive reasoning styles (e.g. maximizing and satisficing tendencies heavily influence analytical processes, while affective processes are often dependent on regret. The relationship between regret and cognitive reasoning styles has not been well studied in physicians, and is the focus of this paper.A regret questionnaire and 6 scales measuring individual differences in cognitive styles (maximizing-satisficing tendencies; analytical vs. intuitive reasoning; need for cognition; intolerance toward ambiguity; objectivism; and cognitive reflection were administered through a web-based survey to physicians of the University of South Florida. Bonferroni's adjustment was applied to the overall correlation analysis. The correlation analysis was also performed without Bonferroni's correction, given the strong theoretical rationale indicating the need for a separate hypothesis. We also conducted a multivariate regression analysis to identify the unique influence of predictors on regret.165 trainees and 56 attending physicians (age range 25 to 69 participated in the survey. After bivariate analysis we found that maximizing tendency positively correlated with regret with respect to both decision difficulty (r=0.673; p<0.001 and alternate search strategy (r=0.239; p=0.002. When Bonferroni's correction was not applied, we also found a negative relationship between satisficing tendency and regret (r=-0.156; p=0.021. In trainees, but not faculty, regret negatively correlated with rational-analytical thinking (r=-0.422; p<0.001, need for cognition (r=-0.340; p<0.001, and objectivism (r=-0.309; p=0.003 and positively correlated with ambiguity intolerance (r=0.285; p=0.012. However, after conducting a multivariate regression analysis, we found that regret was positively associated with maximizing only with respect to decision difficulty (r=0.791; p<0.001, while it was negatively associated with

Relationships among race, education, criminal thinking, and recidivism: moderator and mediator effects.

Science.gov (United States)

Walters, Glenn D

2014-02-01

Moderator and mediator relationships linking variables from three different theoretical traditions-race (subcultural theory), education (life-course theory), and criminal thinking (social learning theory)-and recidivism were examined in 1,101 released male federal prison inmates. Preliminary regression analyses indicated that racial status (White, Black, Hispanic) moderated the relationship between criminal thinking, as measured by the General Criminal Thinking (GCT) score of the Psychological Inventory of Criminal Thinking Styles (PICTS), and recidivism. Further analysis, however, revealed that it was not racial status, per se, that moderated the relationship between the PICTS and recidivism, but educational attainment. Whereas the PICTS was largely effective in predicting recidivism in inmates with 12 or more years of education, it was largely ineffective in predicting recidivism in inmates with fewer than 12 years of education. When education and the GCT score were compared as possible mediators of the race-recidivism relationship only the GCT successfully mediated this relationship. Sensitivity testing showed that the GCT mediating effect was moderately robust to violations of the sequential ignorability assumption on which causal mediation analysis rests. Moderator and mediator analyses are potentially important avenues through which theoretical constructs can be integrated and assessment strategies devised.

A Survey to Determine Decision-Making Styles of Working Paramedics and Student Paramedics.

Science.gov (United States)

Jensen, J L; Bienkowski, A; Travers, A H; Calder, L A; Walker, M; Tavares, W; Croskerry, P

2016-05-01

Two major processes underlie human decision-making: experiential (intuitive) and rational (conscious) thinking. The predominant thinking process used by working paramedics and student paramedics to make clinical decisions is unknown. A survey was administered to ground ambulance paramedics and to primary care paramedic students. The survey included demographic questions and the Rational Experiential Inventory-40, a validated psychometric tool involving 40 questions. Twenty questions evaluated each thinking style: 10 assessed preference and 10 assessed ability to use that style. Responses were provided on a five-point Likert scale, with higher scores indicating higher affinity for the style in question. Analysis included both descriptive statistics and t tests to evaluate differences in thinking style. The response rate was 88.4% (1172/1326). Paramedics (n=904) had a median age of 36 years (IQR 29-42) and most were male (69.5%) and primary or advanced care paramedics (PCP=55.5%; ACP=32.5%). Paramedic students (n=268) had a median age of 23 years (IQR 21-26), most were male (63.1%) and had completed high school (31.7%) or an undergraduate degree (25.4%) prior to paramedic training. Both groups scored their ability to use and favourability toward rational thinking significantly higher than experiential thinking. The mean score for rational thinking was 3.86/5 among paramedics and 3.97/5 among paramedic students (prational over experiential thinking. This information adds to our current knowledge on paramedic decision-making and is potentially important for developing continuing education and clinical support tools.

Relationship between Learning Style and Academic Status of Babol Dental Students

Science.gov (United States)

Nasiri, Zahra; Gharekhani, Samane; Ghasempour, Maryam

2016-01-01

Introduction Identifying and employing students’ learning styles could play an important role in selecting appropriate teaching methods in order to improve education. The aim of this study was to determine the relationship between the students’ final exam scores and the learning style preferences of dental students at Babol University of Medical Sciences. Methods This cross-sectional study was conducted on 88 dental students studying in their fourth, fifth, and sixth years using the visual–aural–reading/writing–kinesthetic (VARK) learning styles’ questionnaire. The data were analyzed with IBM SPSS, version 21, using the chi-squared test and the t-test. Results Of the 88 participants who responded to the questionnaire, 87 preferred multimodal learning styles. There was no significant difference between the mean of the final exam scores in students who did and did not prefer the aural learning style (p = 0.86), the reading/writing learning style (p = 0.20), and the kinesthetic learning style (p = 0.32). In addition, there was no significant difference between the scores on the final clinical course among the students who had different preferences for learning style. However, there was a significant difference between the mean of the final exam scores in students with and without visual learning style preference (p = 0.03), with the former having higher mean scores. There was no significant relationship between preferred learning styles and gender (p > 0.05). Conclusion The majority of dental students preferred multimodal learning styles, and there was a significant difference between the mean of the final exam scores for students with and without a preference for the visual learning style. In addition, there were no differences in the preferred learning styles between male and female students. PMID:27382442

Learning styles and academic achievement among undergraduate medical students in Thailand

Directory of Open Access Journals (Sweden)

Wichuda Jiraporncharoen

2015-07-01

Full Text Available Purpose: This study aimed to explore the associations between learning styles and high academic achievement and to ascertain whether the factors associated with high academic achievement differed between preclinical and clinical students. Methods: A survey was conducted among undergraduate medical students in Chiang Mai University, Thailand. The Index of Learning Styles questionnaire was used to assess each student’s learning style across four domains. High academic achievement was defined as a grade point average of at least 3.0. Results: Of the 1,248 eligible medical students, 1,014 (81.3% participated. Learning styles differed between the preclinical and clinical students in the active/reflective domain. A sequential learning style was associated with high academic achievement in both preclinical and clinical students. A reflective learning style was only associated with high academic achievement among preclinical students. Conclusion: The association between learning styles and academic achievement may have differed between preclinical and clinical students due to different learning content and teaching methods. Students should be encouraged to be flexible in their own learning styles in order to engage successfully with various and changing teaching methods across the curriculum. Instructors should be also encouraged to provide a variety of teaching materials and resources to suit different learning styles.

Learning styles and academic achievement among undergraduate medical students in Thailand.

Science.gov (United States)

Jiraporncharoen, Wichuda; Angkurawaranon, Chaisiri; Chockjamsai, Manoch; Deesomchok, Athavudh; Euathrongchit, Juntima

2015-01-01

This study aimed to explore the associations between learning styles and high academic achievement and to ascertain whether the factors associated with high academic achievement differed between preclinical and clinical students. A survey was conducted among undergraduate medical students in Chiang Mai University, Thailand. The Index of Learning Styles questionnaire was used to assess each student's learning style across four domains. High academic achievement was defined as a grade point average of at least 3.0. Of the 1,248 eligible medical students, 1,014 (81.3%) participated. Learning styles differed between the preclinical and clinical students in the active/reflective domain. A sequential learning style was associated with high academic achievement in both preclinical and clinical students. A reflective learning style was only associated with high academic achievement among preclinical students. The association between learning styles and academic achievement may have differed between preclinical and clinical students due to different learning content and teaching methods. Students should be encouraged to be flexible in their own learning styles in order to engage successfully with various and changing teaching methods across the curriculum. Instructors should be also encouraged to provide a variety of teaching materials and resources to suit different learning styles.

Students' Preferred Learning Styles in Graphic Communications

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Ernst, Jeremy V.; Clark, Aaron C.

2008-01-01

The objective of this study was to identify changes in dominant preferred learning styles of students based on instructional presentation of course content. This study evaluates dominant preferred learning styles of two groups of university students. The first group of students was enrolled in a course that introduces graphical representation in…

An Investigation between Multiple Intelligences and Learning Styles

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Sener, Sabriye; Çokçaliskan, Ayten

2018-01-01

Exploring learning style and multiple intelligence type of learners can enable the students to identify their strengths and weaknesses and learn from them. It is also very important for teachers to understand their learners' learning styles and multiple intelligences since they can carefully identify their goals and design activities that can…

THE POSITIVE EFFECTS OF COGNITIVE LEARNING STYLES IN ELT CLASSES

OpenAIRE

Ozlem Yagcioglu

2016-01-01

In the EFL, ESL, ESP and in the ELT classes, students are taught their courses with different kinds of methods and approaches. Cognitive learning styles are the most essential styles in foreign language education. In this paper, the positive effects of cognitive learning styles will be handled. The benefits of these styles will be highlighted. Games on cognitive learning styles will be explained. Sample classroom activities will be shared. Useful books, videos and websites on cognitive learni...

How learning style affects evidence-based medicine: a survey study.

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Zwolsman, Sandra E; van Dijk, Nynke; Verhoeven, Anita A H; de Ruijter, Wouter; Wieringa-de Waard, Margreet

2011-10-08

Learning styles determine how people manage new information. Evidence-based medicine (EBM) involves the management of information in clinical practice. As a consequence, the way in which a person uses EBM can be related to his or her learning style. In order to tailor EBM education to the individual learner, this study aims to determine whether there is a relationship between an individual's learning style and EBM competence (knowledge/skills, attitude, behaviour). In 2008, we conducted a survey among 140 novice GP trainees in order to assess their EBM competence and learning styles (Accommodator, Diverger, Assimilator, Converger, or mixed learning style). The trainees' EBM knowledge/skills (scale 0-15; mean 6.8; 95%CI 6.4-7.2) were adequate and their attitudes towards EBM (scale 0-100; mean 63; 95%CI 61.3-64.3) were positive. We found no relationship between their knowledge/skills or attitudes and their learning styles (p = 0.21; p = 0.19). Of the trainees, 40% used guidelines to answer clinical questions and 55% agreed that the use of guidelines is the most appropriate way of applying EBM in general practice. Trainees preferred using evidence from summaries to using evidence from single studies. There were no differences in medical decision-making or in EBM use (p = 0.59) for the various learning styles. However, we did find a link between having an Accommodating or Converging learning style and making greater use of intuition. Moreover, trainees with different learning styles expressed different ideas about the optimal use of EBM in primary care. We found that EBM knowledge/skills and EBM attitudes did not differ with respect to the learning styles of GP trainees. However, we did find differences relating to the use of intuition and the trainees' ideas regarding the use of evidence in decision-making.

How learning style affects evidence-based medicine: a survey study

Directory of Open Access Journals (Sweden)

de Ruijter Wouter

2011-10-01

Full Text Available Abstract Background Learning styles determine how people manage new information. Evidence-based medicine (EBM involves the management of information in clinical practice. As a consequence, the way in which a person uses EBM can be related to his or her learning style. In order to tailor EBM education to the individual learner, this study aims to determine whether there is a relationship between an individual's learning style and EBM competence (knowledge/skills, attitude, behaviour. Methods In 2008, we conducted a survey among 140 novice GP trainees in order to assess their EBM competence and learning styles (Accommodator, Diverger, Assimilator, Converger, or mixed learning style. Results The trainees' EBM knowledge/skills (scale 0-15; mean 6.8; 95%CI 6.4-7.2 were adequate and their attitudes towards EBM (scale 0-100; mean 63; 95%CI 61.3-64.3 were positive. We found no relationship between their knowledge/skills or attitudes and their learning styles (p = 0.21; p = 0.19. Of the trainees, 40% used guidelines to answer clinical questions and 55% agreed that the use of guidelines is the most appropriate way of applying EBM in general practice. Trainees preferred using evidence from summaries to using evidence from single studies. There were no differences in medical decision-making or in EBM use (p = 0.59 for the various learning styles. However, we did find a link between having an Accommodating or Converging learning style and making greater use of intuition. Moreover, trainees with different learning styles expressed different ideas about the optimal use of EBM in primary care. Conclusions We found that EBM knowledge/skills and EBM attitudes did not differ with respect to the learning styles of GP trainees. However, we did find differences relating to the use of intuition and the trainees' ideas regarding the use of evidence in decision-making.

The KAI Cognitive Style Inventory: Was it personality all along?

OpenAIRE

Von Wittich, D.; Antonakis, J.

2011-01-01

Kirton's Adaption-Innovation Inventory (KAI) is a widely-used measure of "cognitive style." Surprisingly, there is very little research investigating the discriminant and incremental validity of the KAI. In two studies (n = 213), we examined whether (a) we could predict KAI scores with the "big five" personality dimensions and (b) the KAI scores predicted leadership behavior when controlling for personality and ability. Correcting for measurement error, we found that KAI scores were predicted...

Does learning style influence academic performance in different forms of assessment?

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Wilkinson, Tracey; Boohan, Mairead; Stevenson, Michael

2014-03-01

Educational research on learning styles has been conducted for some time, initially within the field of psychology. Recent research has widened to include more diverse disciplines, with greater emphasis on application. Although there are numerous instruments available to measure several different dimensions of learning style, it is generally accepted that styles differ, although the qualities of more than one style may be inherent in any one learner. But do these learning styles have a direct effect on student performance in examinations, specifically in different forms of assessment? For this study, hypotheses were formulated suggesting that academic performance is influenced by learning style. Using the Honey and Mumford Learning Style Questionnaire, learning styles of a cohort of first year medical and dental students at Queen's University Belfast were assessed. Pearson correlation was performed between the score for each of the four learning styles and the student examination results in a variety of subject areas (including anatomy) and in different types of assessments - single best answer, short answer questions and Objective Structured Clinical Examinations. In most of the analyses, there was no correlation between learning style and result and in the few cases where the correlations were statistically significant, they generally appeared to be weak. It seems therefore from this study that although the learning styles of students vary, they have little effect on academic performance, including in specific forms of assessment. © 2013 Anatomical Society.

The Relationship between Thinking Style and Philosophical Thinking with Organizational Citizenship Behavior in Staff of Isfahan Province’s Youth and Sport Offices

OpenAIRE

Nahid Nasiri; Loghman Keshavarz

2015-01-01

The purpose of present study was to investigate relationship between thinking style and philosophical thinking with organizational citizenship behavior in staff of Isfahan province’s youth and sport offices. The survey statistical sample was all staff of Isfahan province’s youth and sport offices (N=395) from which 196 were selected based on Kedges and Morgan table by random classification method. To evaluate organizational citizenship behavior variable Padsakov and colleagues questionnaire (...

An Adaptive E-Learning System Based on Students' Learning Styles: An Empirical Study

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Drissi, Samia; Amirat, Abdelkrim

2016-01-01

Personalized e-learning implementation is recognized as one of the most interesting research areas in the distance web-based education. Since the learning style of each learner is different one must fit e-learning with the different needs of learners. This paper presents an approach to integrate learning styles into adaptive e-learning hypermedia.…

Personalised learning object based on multi-agent model and learners’ learning styles

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Noppamas Pukkhem

2011-09-01

Full Text Available A multi-agent model is proposed in which learning styles and a word analysis technique to create a learning object recommendation system are used. On the basis of a learning style-based design, a concept map combination model is proposed to filter out unsuitable learning concepts from a given course. Our learner model classifies learners into eight styles and implements compatible computational methods consisting of three recommendations: i non-personalised, ii preferred feature-based, and iii neighbour-based collaborative filtering. The analysis of preference error (PE was performed by comparing the actual preferred learning object with the predicted one. In our experiments, the feature-based recommendation algorithm has the fewest PE.

Teacher Uses of Learning Styles

DEFF Research Database (Denmark)

Klitmøller, Jacob

2014-01-01

Among all the various learning style models, the Dunn & Dunn Learning Style Model (DDLSM) in particular has become a widely used method transforming teaching practice. Dunn & Dunn research literature is scarce when it comes to how the model is used by teachers in general. This is an issue since...... the model is a research-based prescriptive model of teaching. Employing observations and interviews to collect data, the present study investigates teachers’ use of the model. Findings indicate that the DDLSM is used for a number of purposes, some of which are in contradiction to the model prescriptions....

Influence of learning styles on the practical performance after the four-step basic life support training approach - An observational cohort study.

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Schröder, Hanna; Henke, Alexandra; Stieger, Lina; Beckers, Stefan; Biermann, Henning; Rossaint, Rolf; Sopka, Saša

2017-01-01

Learning and training basic life support (BLS)-especially external chest compressions (ECC) within the BLS-algorithm-are essential resuscitation training for laypersons as well as for health care professionals. The objective of this study was to evaluate the influence of learning styles on the performance of BLS and to identify whether all types of learners are sufficiently addressed by Peyton's four-step approach for BLS training. A study group of first-year medical students (n = 334) without previous medical knowledge was categorized according to learning styles using the German Lernstilinventar questionnaire based on Kolb's Learning Styles Inventory. Students' BLS performances were assessed before and after a four-step BLS training approach lasting 4 hours. Standardized BLS training was provided by an educational staff consisting of European Resuscitation Council-certified advanced life support providers and instructors. Pre- and post-intervention BLS performance was evaluated using a single-rescuer-scenario and standardized questionnaires (6-point-Likert-scales: 1 = completely agree, 6 = completely disagree). The recorded points of measurement were the time to start, depth, and frequency of ECC. The study population was categorized according to learning styles: diverging (5%, n = 16), assimilating (36%, n = 121), converging (41%, n = 138), and accommodating (18%, n = 59). Independent of learning styles, both male and female participants showed significant improvement in cardiopulmonary resuscitation (CPR) performance. Based on the Kolb learning styles, no significant differences between the four groups were observed in compression depth, frequency, time to start CPR, or the checklist-based assessment within the baseline assessment. A significant sex effect on the difference between pre- and post-interventional assessment points was observed for mean compression depth and mean compression frequency. The findings of this work show that the four-step-approach for

A Comparative Study of Students' Happiness Levels and Thinking Styles in Physical Education and Sport Teaching, and Other Departments, in Turkey

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Tingaz, Emre Ozan; Hazar, Muhsin; Baydar, Hacer Özge; Gökyürek, Belgin; Çakiroglu, Temel

2018-01-01

The objectives of this research were to compare the happiness and thinking styles of undergraduate students in the Physical Education and Sports Teaching Department and different departments, and to examine the relations between the students' happiness levels and their thinking styles. Using the correlational study design 661, undergraduate…

Analytic information processing style in epilepsy patients.

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Buonfiglio, Marzia; Di Sabato, Francesco; Mandillo, Silvia; Albini, Mariarita; Di Bonaventura, Carlo; Giallonardo, Annateresa; Avanzini, Giuliano

2017-08-01

Relevant to the study of epileptogenesis is learning processing, given the pivotal role that neuroplasticity assumes in both mechanisms. Recently, evoked potential analyses showed a link between analytic cognitive style and altered neural excitability in both migraine and healthy subjects, regardless of cognitive impairment or psychological disorders. In this study we evaluated analytic/global and visual/auditory perceptual dimensions of cognitive style in patients with epilepsy. Twenty-five cryptogenic temporal lobe epilepsy (TLE) patients matched with 25 idiopathic generalized epilepsy (IGE) sufferers and 25 healthy volunteers were recruited and participated in three cognitive style tests: "Sternberg-Wagner Self-Assessment Inventory", the C. Cornoldi test series called AMOS, and the Mariani Learning style Questionnaire. Our results demonstrate a significant association between analytic cognitive style and both IGE and TLE and respectively a predominant auditory and visual analytic style (ANOVA: p values <0,0001). These findings should encourage further research to investigate information processing style and its neurophysiological correlates in epilepsy. Copyright © 2017 Elsevier Inc. All rights reserved.

Telecommuting and Learning Style Preference: An Examination of Learning Transfer in the Workplace

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Schulz, Lisa C.

2010-01-01

Telecommuting learning style preferences were examined in an effort to determine the impact of learning transfer and if employees could benefit from blended training methodologies (i.e., online, face-to-face). Learning style preferences were examined in an effort to promote learning transfer and retention in the workplace. Employees in higher…

Are Surgeons Born or Made? A Comparison of Personality Traits and Learning Styles Between Surgical Trainees and Medical Students.

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Preece, Ryan A; Cope, Alexandra C

2016-01-01

Medical students and surgical trainees differ considerably in both their preferential learning styles and personality traits. This study compares the personality profiles and learning styles of surgical trainees with a cohort of medical students specifically intent on pursuing a surgical career. A cross-sectional study was conducted contrasting surgical trainees with medical students specifying surgical career intent. The 50-item International Personality Item Pool Big-Five Factor Marker (FFM) questionnaire was used to score 5 personality domains (extraversion, conscientiousness, agreeableness, openness to experience, and neuroticism). The 24-item Learning Style Inventory (LSI) Questionnaire was used to determine the preferential learning styles (visual, auditory, or tactile). χ(2) Analysis and independent samples t-test were used to compare LSI and FFM scores, respectively. Surgical trainees from several UK surgical centers were contrasted to undergraduate medical students. A total of 53 medical students who had specifically declared desire to pursue a surgical career and were currently undertaking an undergraduate intercalated degree in surgical sciences were included and contrasted to 37 UK core surgical trainees (postgraduate years 3-4). The LSI questionnaire was completed by 53 students and 37 trainees. FFM questionnaire was completed by 29 medical students and 34 trainees. No significant difference for learning styles preference was detected between the 2 groups (p = 0.139), with the visual modality being the preferred learning style for both students and trainees (69.8% and 54.1%, respectively). Neuroticism was the only personality trait to differ significantly between the 2 groups, with medical students scoring significantly higher than trainees (2.9 vs. 2.6, p = 0.03). Medical students intent on pursuing a surgical career exhibit similar personality traits and learning styles to surgical trainees, with both groups preferring the visual learning modality

Teach Them How They Learn: Learning Styles and Information Systems Education

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Cegielski, Casey G.; Hazen, Benjamin T.; Rainer, R. Kelly

2011-01-01

The rich, interdisciplinary tradition of learning styles is markedly absent in information systems-related research. The current study applies the framework of learning styles to a common educational component of many of today's information systems curricula--object-oriented systems development--in an effort to answer the question as to whether…

Nurses' perceptions of the impact of Team-Based Learning participation on learning style, team behaviours and clinical performance: An exploration of written reflections.

Science.gov (United States)

Oldland, Elizabeth; Currey, Judy; Considine, Julie; Allen, Josh

2017-05-01

Team-Based Learning (TBL) is a teaching strategy designed to promote problem solving, critical thinking and effective teamwork and communication skills; attributes essential for safe healthcare. The aim was to explore postgraduate student perceptions of the role of TBL in shaping learning style, team skills, and professional and clinical behaviours. An exploratory descriptive approach was selected. Critical care students were invited to provide consent for the use for research purposes of written reflections submitted for course work requirements. Reflections of whether and how TBL influenced their learning style, teamwork skills and professional behaviours during classroom learning and clinical practice were analysed for content and themes. Of 174 students, 159 participated. Analysis revealed three themes: Deep Learning, the adaptations students made to their learning that resulted in mastery of specialist knowledge; Confidence, in knowledge, problem solving and rationales for practice decisions; and Professional and Clinical Behaviours, including positive changes in their interactions with colleagues and patients described as patient advocacy, multidisciplinary communication skills and peer mentorship. TBL facilitated a virtuous cycle of feedback encouraging deep learning that increased confidence. Increased confidence improved deep learning that, in turn, led to the development of professional and clinical behaviours characteristic of high quality practice. Copyright © 2017 Elsevier Ltd. All rights reserved.

Mathematical disposition of junior high school students viewed from learning styles

Science.gov (United States)

Putra, Arief Karunia; Budiyono, Slamet, Isnandar

2017-08-01

The relevance of this study is the growth of character values for students in Indonesia. Mathematics is a subject that builds the character values for students. It can be seen from the students' confidence in answering mathematics problems, their persistent and resilience in mathematics task. In addition, students have a curiosity in mathematics and appreciate the usefulness of mathematics. In mathematics, it is called a mathematical disposition. One of the factors that can affect students' mathematical disposition is learning style. Each student has a dominant learning style. Three of the most popular ones are visual, auditory, and kinesthetic. The most important uses of learning styles is that it makes it easy for teachers to incorporate them into their teaching. The purpose of this study was to determine which one that gives better mathematical dispositions among students with learning styles of visual, auditory, or kinesthetic. The subjects were 150 students in Sleman regency. Data obtained through questionnaires. Based on data analysis that has been done with benchmark assessment method, it can be concluded that students with visual learning style has a mathematical disposition better than students with auditory and kinesthetic learning styles, while students with kinesthetic learning style has a mathematical disposition better than students with auditory learning style. These results can be used as a reference for students with individual learning styles to improve the mathematical positive disposition in the learning process of mathematics.

Behavioral Style, Culture, and Teaching and Learning.

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Hilliard, Asa G., III

1992-01-01

Argues that unique behavioral styles can be identified among African-American populations and that behavioral style may help explain differences in test performance for white and African-American students. Implications for all students of providing stylistic diversity in the schools and student ability to use multiple learning styles are…

Learning style preferences: A study of pre-clinical medical students in Barbados

Science.gov (United States)

OJEH, NKEMCHO; SOBERS-GRANNUM, NATASHA; GAUR, UMA; UDUPA, ALAYA; MAJUMDER, MD.ANWARUL AZIM

2017-01-01

Introduction: Educators need to be aware of different learning styles to effectively tailor instructional strategies and methods to cater to the students’ learning needs and support a conductive learning environment. The VARK [an acronym for visual (V), aural (A), read/write (R) and kinesthetic (K)] instrument is a useful model to assess learning styles. The aim of this study was to use the VARK questionnaire to determine the learning styles of pre-clinical medical students in order to compare the perceived and assessed learning style preferences, assess gender differences in learning style preferences, and determine whether any relationships exists between awareness of learning styles and academic grades, age, gender and learning modality. Methods: The VARK questionnaire was administered to pre-clinical students taking a variety of courses in the first three years of the undergraduate MB BS degree programme at the Faculty of Medical Sciences, The University of the West Indies, Cave Hill Campus, Barbados in 2014. Results: The majority of the students were multimodal learners with no differences observed between males (59.5%) and females (60.0%), with tetramodal being the most common. Read/write (33.8%) followed by kinesthetic (32.5%) were the most common learning style preferences. The sensory modality preference for females was read/write (34.2%) and for males it was kinesthetic (40.5%). Significant differences were observed between the perceived and assessed learning style preferences with a majority of visual and read/write learners correctly matching their perceived to their actual learning styles. Awareness of learning styles was associated with learning modality but not with academic performance, age or gender. Overall, 60.7% of high achievers used multimodal learning compared to 56.9% low achievers. Conclusion: The findings from this study indicated that the VARK tool was useful in gathering information about different learning styles, and might assist

Learning style preferences: A study of pre-clinical medical students in Barbados.

Science.gov (United States)

Ojeh, Nkemcho; Sobers-Grannum, Natasha; Gaur, Uma; Udupa, Alaya; Majumder, Md Anwarul Azim

2017-10-01

Educators need to be aware of different learning styles to effectively tailor instructional strategies and methods to cater to the students' learning needs and support a conductive learning environment. The VARK [an acronym for visual (V), aural (A), read/write (R) and kinesthetic (K)] instrument is a useful model to assess learning styles. The aim of this study was to use the VARK questionnaire to determine the learning styles of pre-clinical medical students in order to compare the perceived and assessed learning style preferences, assess gender differences in learning style preferences, and determine whether any relationships exists between awareness of learning styles and academic grades, age, gender and learning modality. The VARK questionnaire was administered to pre-clinical students taking a variety of courses in the first three years of the undergraduate MB BS degree programme at the Faculty of Medical Sciences, The University of the West Indies, Cave Hill Campus, Barbados in 2014. The majority of the students were multimodal learners with no differences observed between males (59.5%) and females (60.0%), with tetramodal being the most common. Read/write (33.8%) followed by kinesthetic (32.5%) were the most common learning style preferences. The sensory modality preference for females was read/write (34.2%) and for males it was kinesthetic (40.5%). Significant differences were observed between the perceived and assessed learning style preferences with a majority of visual and read/write learners correctly matching their perceived to their actual learning styles. Awareness of learning styles was associated with learning modality but not with academic performance, age or gender. Overall, 60.7% of high achievers used multimodal learning compared to 56.9% low achievers. The findings from this study indicated that the VARK tool was useful in gathering information about different learning styles, and might assist educators in designing blended teaching

Learning style preferences: A study of Pre-clinical Medical Students in Barbados

Directory of Open Access Journals (Sweden)

NKEMCHO OJEH

2017-10-01

Full Text Available Introduction: Educators need to be aware of different learning styles to effectively tailor instructional strategies and methods to cater to the students’ learning needs and support a conductive learning environment. The VARK [an acronym for visual (V, aural (A, read/write (R and kinesthetic (K] instrument is a useful model to assess learning styles. The aim of this study was to use the VARK questionnaire to determine the learning styles of pre-clinical medical students in order to compare the perceived and assessed learning style preferences, assess gender differences in learning style preferences, and determine whether any relationships exists between awareness of learning styles and academic grades, age, gender and learning modality. Methods: The VARK questionnaire was administered to preclinical students taking a variety of courses in the first three years of the undergraduate MB BS degree programme at the Faculty of Medical Sciences, The University of the West Indies, Cave Hill Campus, Barbados in 2014. Results: The majority of the students were multimodal learners with no differences observed between males (59.5% and females (60.0%, with tetramodal being the most common. Read/write (33.8% followed by kinesthetic (32.5% were the most common learning style preferences. The sensory modality preference for females was read/write (34.2% and for males it was kinesthetic (40.5%. Significant differences were observed between the perceived and assessed learning style preferences with a majority of visual and read/write learners correctly matching their perceived to their actual learning styles. Awareness of learning styles was associated with learning modality but not with academic performance, age or gender. Overall, 60.7% of high achievers used multimodal learning compared to 56.9% low achievers. Conclusion: The findings from this study indicated that the VARK tool was useful in gathering information about different learning styles, and might

[Learning styles in medical residents and their professors of a pediatric hospital.

Science.gov (United States)

Juárez-Muñoz, Irina Elizabeth; Gómez-Negrete, Alonso; Varela-Ruiz, Margarita; Mejía-Aranguré, Juan Manuel; Mercado-Arellano, José Agustín; Sciandra-Rico, Martha Minerva; Matute-González, Mario Manuel

2013-01-01

Background: the learning styles are cognitive, emotional, and psychological characteristics, which function as relatively stable indicators of how teachers and students perceive, interact, and respond to their learning environments. Knowing students' styles allows teachers to have tools to improve medical education. Our objective was to identify learning styles in pediatric residents and professors from a pediatric hospital. Methods: a learning styles questionnaire was applied to residents and theirs professors; data was analyzed in SPSS 12 software. Results: the dominant learning style in pediatric residents was reflexive and for professors was theoretical. There wasn't any difference between sexes or between medical or surgical specialities. There was more correlation between professors and residents when there was an increase in training time. Conclusions: the learning styles between professors and residents are different, especially at the beginning of the medical specialty courses; that's why it is necessary to realize a confrontation between the students' learning styles and teaching methods used by professors to improve significant learning. To know learning styles gives residents an important alternative to find a better study strategy.

Learning styles and approaches to learning among medical undergraduates and postgraduates.

Science.gov (United States)

Samarakoon, Lasitha; Fernando, Tharanga; Rodrigo, Chaturaka

2013-03-25

The challenge of imparting a large amount of knowledge within a limited time period in a way it is retained, remembered and effectively interpreted by a student is considerable. This has resulted in crucial changes in the field of medical education, with a shift from didactic teacher centered and subject based teaching to the use of interactive, problem based, student centered learning. This study tested the hypothesis that learning styles (visual, auditory, read/write and kinesthetic) and approaches to learning (deep, strategic and superficial) differ among first and final year undergraduate medical students, and postgraduates medical trainees. We used self administered VARK and ASSIST questionnaires to assess the differences in learning styles and approaches to learning among medical undergraduates of the University of Colombo and postgraduate trainees of the Postgraduate Institute of Medicine, Colombo. A total of 147 participated: 73 (49.7%) first year students, 40 (27.2%) final year students and 34(23.1%) postgraduate students. The majority (69.9%) of first year students had multimodal learning styles. Among final year students, the majority (67.5%) had multimodal learning styles, and among postgraduates, the majority were unimodal (52.9%) learners.Among all three groups, the predominant approach to learning was strategic. Postgraduates had significant higher mean scores for deep and strategic approaches than first years or final years (p learning approaches suggest a positive shift towards deep and strategic learning in postgraduate students. However a similar difference was not observed in undergraduate students from first year to final year, suggesting that their curriculum may not have influenced learning methodology over a five year period.

Learning strategies used by cardiology residents: assessment of learning styles and their correlations.

Science.gov (United States)

de Lima, Alberto Alves; Bettati, María Ines; Baratta, Sergio; Falconi, Mariano; Sokn, Fernando; Galli, Amanda; Barrero, Carlos; Cagide, Arturo; Iglesias, Ricardo

2006-11-01

To identify the learning styles of a group of cardiology residents (R) undergoing a training program at the University of Buenos Aires and to identify correlations of these styles. Statistical data were obtained through a 120-question survey developed by Vermunt and colleagues, which identified four different learning styles: construction-directed; reproduction-directed; application-directed; and undirected. Four variables were identified [gender, previous experience as a teaching assistant (TA) in medical school, university final average (FA) and the public or private institution/centre of origin] in order to analyse level of correlation with learning styles (LS). Between April 2001 and April 2002, 149 residents (R) completed the survey. Average age was 29 (+/-2.7) years old; with 63% being men. The predominant LS were oriented toward knowledge application. In terms of variables, no differences regarding gender were detected; the R with TA showed undirected LS characteristics; those with a low FA registered a tendency towards reproduction-directed LS; and those residents at public/state medical centres indicated construction-directed LS tendencies. An application-directed learning style predominates in this group of residents. Information regarding learning styles can provide foundations upon which arguments can be made for changes in education that are traditionally not evidence-based.

The Positive Effects of Cognitive Learning Styles in ELT Classes

Science.gov (United States)

Yagcioglu, Ozlem

2016-01-01

In the EFL, ESL, ESP and in the ELT classes, students are taught their courses with different kinds of methods and approaches. Cognitive learning styles are the most essential styles in foreign language education. In this paper, the positive effects of cognitive learning styles will be handled. The benefits of these styles will be highlighted.…

Crosscultural Differences in Learning Styles of Secondary English Learners.

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Park, Clara C.

2002-01-01

Learning styles were investigated for 857 English-learners of Armenian, Hmong, Korean, Mexican, and Vietnamese origin in 20 California high schools. All ethnic groups indicated major or minor preferences for kinesthetic/tactile and visual learning styles. Groups differed in preferences for group versus individual learning. Some preferences were…

Targeting Academic Programs to Student Diversity Utilizing Learning Styles and Learning-Study Strategies.

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Grimes, Sue K.

1995-01-01

A diagnostic, prescriptive model was utilized (n=394) in identification of learning styles and learning-study strategies of diverse student groups and in the analysis of prescriptive methods to address their specific needs. High-risk groups demonstrated auditory, tactile concrete, and group learning style preferences and were weaker on cognitive,…

Computer assisted active learning system development for critical thinking in history of civilization

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Adem Karahoca

2010-03-01

Full Text Available This study investigates a Computer Assisted Learning System (CALS according to the several factors that promote flow wherestudents are fully involved into the learning activities for history of civilization lessons. The designed CALS supported bymeta – cognitive (cognitive maps and multimedia tools (movies, flash cards and quiz applications that help students to reacha flow state in learning by actively by engaging students’ critical thinking and providing an environment for active participation.The research data was collected using focus group surveys from a randomly selected 54 students enrolled in history ofcivilization at Bahcesehir University in Istanbul, Turkey. Results showed that 53.7% of students can be in flow via implementedCALS. Also according to the results, the flow has significant predictors in the course enjoyment, perceived competence ofcourse, value–usefulness and the challenge–learning style match according to nature of course in such a CALS.

Investigating the Relationship between Learning Styles and ESP Reading Strategies in Academic Setting

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Parviz Ajideh

2018-05-01

Full Text Available The present study investigated the relationship between Art and Science students’ learning styles and their ESP reading strategies in academic settings. Learning styles are defined as general orientations learners take toward their learning experiences. This notion has recently obtained attention in the area of language learning. Strategies are also defined as specific behaviours or techniques learners employ towards leaning in order to achieve their learning goals. The strategies chosen are often linked to the individual's learning style. The purpose of this study was to identify Art and Science students’ major learning style preferences and their strategies they employ to tackle their reading materials in ESP courses at Tabriz Islamic Art University. To this end, 313 Art and Science students at Tabriz Islamic Art University answered two self-report questionnaires (PLSPQ and SORS to identify their major and minor learning styles as well as their reading strategies in ESP reading. In order to find any relationship between the students’ preferred learning style (s and their reading strategies in ESP, Pearson Product Moment Coefficient r was used to analyze the participants’ answers to the questionnaires. The results showed that Art students favored Kinesthetic, Auditory, Visual and Tactile learning styles as their major learning styles while Science students showed preference to only Kinesthetic Learning style as their major learning style and other learning styles as their minor ones. It was also found that the most dominant reading strategies both Art and Science students apply in reading their ESP texts was cognitive strategies. Correlational analyses of their major learning styles and their reading strategies are discussed.

Student Achievement in Basic College Mathematics: Its Relationship to Learning Style and Learning Method

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Gunthorpe, Sydney

2006-01-01

From the assumption that matching a student's learning style with the learning method best suited for the student, it follows that developing courses that correlate learning method with learning style would be more successful for students. Albuquerque Technical Vocational Institute (TVI) in New Mexico has attempted to provide students with more…

A Review of Learning Styles for Korean Learners of Japanese as a Foreign Language : Focused on Experiential Learning Theory of Kolb

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朴, 志仙

2008-01-01

Learning styles have lately attracted considerable attention as a measure which elucidates the influence of individuality on learning. In this article, the concept of learning styles are defined, and earlier literatures concerning learning styles are surveyed, based mainly on Reid's (1995) classification. They are categorized as 3 types; sensory learning style, affective learning style, and cognitive learning style. After that, the learning styles of Korean learners are reviewed. The studies ...

Individual Learning Styles and Creativity

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Sitar, Aleša Saša; Cerne, Matej; Aleksic, Darija; Mihelic, Katarina Katja

2016-01-01

Business schools are in need of developing creative graduates. This article explores how creativity among business students can be stimulated. Because a considerable amount of knowledge is required for creative ideas to emerge, the learning process has a significant impact on creativity. This, in turn, indicates that learning style is important…

Experiential learning and changing leadership style.

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Zanecchia, M D

1985-11-01

One of the many problems facing the nursing profession today is the lack of preparedness of its leaders. Nursing educators, collaborating with nursing service, can teach baccalaureate students leadership skills and to develop leadership styles. Experiential real-world management tasks selected by faculty and head nurses can serve as learning opportunities. Students can learn leadership ability and change style. Utilizing t-test, the before and after course mean scores on the standardized Leadership Ability Evaluation instrument were statistically analyzed. Significant differences and style changes were identified. Students in the total class became more effective leaders as did the students in both the traditional and experiential groups. Traditional students (lecture only) became less autocratic-submissive and more democratic. The experiential group significantly became less autocratic-aggressive, less laissez-faire and more democratic.

Evidence-Based Higher Education – Is the Learning Styles ‘Myth’ Important?

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Newton, Philip M.; Miah, Mahallad

2017-01-01

The basic idea behind the use of ‘Learning Styles’ is that learners can be categorized into one or more ‘styles’ (e.g., Visual, Auditory, Converger) and that teaching students according to their style will result in improved learning. This idea has been repeatedly tested and there is currently no evidence to support it. Despite this, belief in the use of Learning Styles appears to be widespread amongst schoolteachers and persists in the research literature. This mismatch between evidence and practice has provoked controversy, and some have labeled Learning Styles a ‘myth.’ In this study, we used a survey of academics in UK Higher Education (n = 114) to try and go beyond the controversy by quantifying belief and, crucially, actual use of Learning Styles. We also attempted to understand how academics view the potential harms associated with the use of Learning Styles. We found that general belief in the use of Learning Styles was high (58%), but lower than in similar previous studies, continuing an overall downward trend in recent years. Critically the percentage of respondents who reported actually using Learning Styles (33%) was much lower than those who reported believing in their use. Far more reported using a number of techniques that are demonstrably evidence-based. Academics agreed with all the posited weaknesses and harms of Learning Styles theory, agreeing most strongly that the basic theory of Learning Styles is conceptually flawed. However, a substantial number of participants (32%) stated that they would continue to use Learning Styles despite being presented with the lack of an evidence base to support them, suggesting that ‘debunking’ Learning Styles may not be effective. We argue that the interests of all may be better served by promoting evidence-based approaches to Higher Education. PMID:28396647

An Examination of Georgia Young Farmer Program Participants’ Learning Style Preferences

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Barry S. Bailey

2017-10-01

Full Text Available This study was designed to describe Georgia Young Farmer Program participants’ learning style preferences. Using survey research methods, a questionnaire was designed to collect data related to the purpose of the study. The population for this study included active members in the program. Study findings showed that participants had a preference for kinesthetic learning over visual and auditory learning. While participants indicated a preference for kinesthetic learning, all three learning styles were deemed effective. Preferences for learning styles and perception of effectiveness did not differ by personal characteristics. Recommendations include taking learning style preferences into account when designing and delivering programming, training for teachers, and continuing to assess learners’ preferences.

Learning Styles and Teacher Training: Are We Perpetuating Neuromyths?

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Lethaby, Carol; Harries, Patricia

2016-01-01

Recent research suggests that brain-based teaching, as exhibited in the idea of teaching to address perceptual learning styles, has no basis in what scientists are learning about the brain and how it works. This article questions whether training teachers to assess and accommodate learning styles is harmless or potentially poor educational…

Learning styles of students of Baqiyatallah University of Medical Sciences in 2012

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Hojat Rashidi-jahan

2013-06-01

Full Text Available Introduction: Understanding the learning styles of students may help educational planning and improve the learning. This study aims to assess learning styles, and relevant determinants, of students who study in various disciplines of medical sciences at Baqiyatallah University of Medical Sciences (BUMS in 2012. Methods: In this cross-sectional study, 180 students from BUMS were selected randomly. Data were collected sing the Kolb learning style questionnaire during April/May 2012. One-way ANOVA, Student t-test, Chi-square or Fisher exact tests were used for analyzing the data. Results: The mean age of participants was 29.3±7.0, majority of them were males. The preferred learning styles were diverger (76.7%, accommodator (12.8%, assimilator (7.8% and converger (2.8% respectively. The results showed that the factors such as age, sex, marriage status, father and mother education, grade point average (GPA and academic degree could be important to determine learning style characteristics of students. The findings also indicate that the preferred learning style among the students with different GPAs or academic degrees are not different considerably. Conclusion: Regarding the most preferred leaning style by the, proper planning to address proper teaching styles according to the preferred learning styles is necessary.

The Effect of Cooperative Learning Model and Kolb Learning Styles on Learning Result of the Basics of Politics

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Sugiharto

2015-01-01

The aims of this research were to determine the effect of cooperative learning model and learning styles on learning result. This quasi-experimental study employed a 2x2 treatment by level, involved independent variables, i.e. cooperative learning model and learning styles, and learning result as the dependent variable. Findings signify that: (1)…

Self-assessed learning style correlates to use of supplemental learning materials in an online course management system.

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Halbert, Caitlin; Kriebel, Richard; Cuzzolino, Robert; Coughlin, Patrick; Fresa-Dillon, Kerin

2011-01-01

The benefit of online learning materials in medical education is not well defined. The study correlated certain self-identified learning styles with the use of self-selected online learning materials. First-year osteopathic medical students were given access to review and/or summary materials via an online course management system (CMS) while enrolled in a pre-clinical course. At the end of the course, students completed a self-assessment of learning style based on the Index of Learning Styles and a brief survey regarding their usage and perceived advantage of the online learning materials. Students who accessed the online materials earned equivalent grades to those who did not. However, the study found that students who described their learning styles as active, intuitive, global, and/or visual were more likely to use online educational resources than those who identified their learning style as reflective, sensing, sequential, and/or verbal. Identification of a student's learning style can help medical educators direct students to learning resources that best suit their individual needs.

The Effect of Think-Pair-Share-Write Based on Hybrid Learning on Metakognitive Skills, Creative Thinking and Cognitive Learning at SMA Negeri 3 Malang

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Ika Yulianti Siregar

2017-07-01

Full Text Available The results of biology learning observation show that there are many constraints during the learning process in the class and consultation meeting between teacher and students. The think-pair-share-write based on hybrid learning was conducted to analyze the effect on metacognitive skills, creative thinking and learning outcomes. The research design was quasi experiment with pretest-posttest non-equivalent control group design. The independent variable is think-pair-share-write based on Hybrid learning model, while the dependent variables are metacognitive skills, creative thinking, and cognitive learning outcomes. Metacognitive skills are measured by using metacognitive rubrics. Creative thinking skills and cognitive learning outcomes are measured by using a description test. The data were taken by conducting pretest and posttest. The hypothesis test used was anakova with level of significance 0,05 (P <0,05, as the test result was significant then the test was continued to LSD. Before the anakova test, normality and homogeneity test were performed. The results showed that think-pair-share-write based on Hybrid Learning significantly affecting: 1 the metacognitive skills with F arithmetic of 183,472 and Sig. 0,000; 2 the creative thinking skill with F value of 325,111 and Sig. 0,000; 3 the cognitive learning outcomes with F arithmetic of 175.068 and Sig. 0,000.

Thinking back about a positive event: The impact of processing style on positive affect

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Sabine eNelis

2015-03-01

Full Text Available The manner in which individuals recall an autobiographical positive life event has affective consequences. Two studies addressed the processing styles during positive memory recall in a non-clinical sample. Participants retrieved a positive memory which was self-generated (Study 1, n = 70 or experimenter-chosen (i.e., academic achievement, Study 2, n = 159, followed by the induction of one of three processing styles (between-subjects: In Study 1, a ‘concrete/imagery’ vs. ‘abstract/verbal’ processing style was compared. In Study 2, a ‘concrete/imagery’, ‘abstract/verbal’, and ‘comparative/verbal’ processing style were compared. The processing of a personal memory in a concrete/imagery-based way led to a larger increase in positive affect compared to abstract/verbal processing in Study 1, as well as compared to comparative/verbal thinking in Study 2. Results of Study 2 further suggest that it is making unfavourable verbal comparisons that may hinder affective benefits to positive memories (rather then general abstract/verbal processing per se. The comparative/verbal thinking style failed to lead to improvements in positive affect, and with increasing levels of depressive symptoms it had a more negative impact on change in positive affect. We found no evidence that participant’s tendency to have dampening thoughts in response to positive affect in daily life contributed to the affective impact of positive memory recall. The results support the potential for current trainings in boosting positive memories and mental imagery, and underline the search for parameters that determine at times deleterious outcomes of abstract/verbal memory processing in the face of positive information.

Influence of learning styles on the practical performance after the four-step basic life support training approach - An observational cohort study.

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Hanna Schröder

Full Text Available Learning and training basic life support (BLS-especially external chest compressions (ECC within the BLS-algorithm-are essential resuscitation training for laypersons as well as for health care professionals. The objective of this study was to evaluate the influence of learning styles on the performance of BLS and to identify whether all types of learners are sufficiently addressed by Peyton's four-step approach for BLS training.A study group of first-year medical students (n = 334 without previous medical knowledge was categorized according to learning styles using the German Lernstilinventar questionnaire based on Kolb's Learning Styles Inventory. Students' BLS performances were assessed before and after a four-step BLS training approach lasting 4 hours. Standardized BLS training was provided by an educational staff consisting of European Resuscitation Council-certified advanced life support providers and instructors. Pre- and post-intervention BLS performance was evaluated using a single-rescuer-scenario and standardized questionnaires (6-point-Likert-scales: 1 = completely agree, 6 = completely disagree. The recorded points of measurement were the time to start, depth, and frequency of ECC.The study population was categorized according to learning styles: diverging (5%, n = 16, assimilating (36%, n = 121, converging (41%, n = 138, and accommodating (18%, n = 59. Independent of learning styles, both male and female participants showed significant improvement in cardiopulmonary resuscitation (CPR performance. Based on the Kolb learning styles, no significant differences between the four groups were observed in compression depth, frequency, time to start CPR, or the checklist-based assessment within the baseline assessment. A significant sex effect on the difference between pre- and post-interventional assessment points was observed for mean compression depth and mean compression frequency.The findings of this work show that the four

Formative use of select-and-fill-in concept maps in online instruction: Implications for students of different learning styles

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Kaminski, Charles William

The purpose of this research was to investigate the formative use of Select and Fill-In (SAFI) maps in online instruction and the cognitive, metacognitive, and affective responses of students to their use. In particular, the implications of their use with students of different learning styles was considered. The research question investigated in this qualitative study was: How do students of different learning styles respond to online instruction in which SAFI maps are utilized? This question was explored by using an emergent, collective case study. Each case consisted of community college students who shared a dominant learning style and were enrolled in an online course in environmental studies. Cases in the study were determined using Kolb's Learning Style Inventory (LSI). Seven forms of data were collected during the study. During the first phase of data collection, dominant learning style and background information on student experience with concept mapping and online instruction was determined. In the second phase of data collection, participants completed SAFI maps and quiz items that corresponded to the content of the maps. Achievement data on the map activities and quiz and student responses to a post-SAFI survey and questionnaire were recorded to identify learner cognitive, metacognitive, and affective responses to the tasks. Upon completion of data collection, cases were constructed and compared across learning styles. Cases are presented using the trends, across participants sharing the same dominant learning style, in achievement, behaviors and attitudes as seen in the evidence present in the data. Triangulation of multiple data sources increased reliability and validity, through cross-case analyses, and produced a thick description of the relationship between the cases for each learning style. Evidence suggesting a cognitive response to the SAFI tasks was inconsistent across cases. However, learners with an affinity towards reflective learning

Output-Based Instruction, Learning Styles and Vocabulary Learning in the EFL Context of Iran

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Behnaz Rastegar

2017-04-01

Full Text Available Language learners' productive role in teaching and learning processes has recently been the focus of attention. Therefore, this study aimed at investigating the effect of oral vs. written output-based instruction on English as a foreign language (EFL learners' vocabulary learning with a focus on reflective vs. impulsive learning styles. To this end, 131 learners were chosen among 182 learners by taking Nelson vocabulary proficiency test. Next, the participants received a valid Persian version of reflective thinking (Kember et al., 2000 and Barratt, Patton and Stanford (1975 BIS (Barratt’s Impulsiveness Scale 11 impulsiveness questionnaires, based on which both experimental groups were divided into impulsive and reflective subgroups, but the control group consisted of both impulsive and reflective learners. After 15 sessions of intervention and based on the results through one-way ANOVA and independent t-test it was concluded that both oral output and written output had significant effect on vocabulary learning of reflective and impulsive EFL Learners. It was also observed that the effect of both oral output and written output on impulsive (oral group’s mean=21.04; written groups’ mean= 21.75 learners and reflective learners (oral groups’ mean=22.38; written group’s mean: 22.23 is not significantly different. Pedagogical implications are discussed.

The Factor Structure and Validity of the Persian Version of the Baumrind Parenting Style Inventory

OpenAIRE

اصغر مینائی; سپیده نیک زاد

2017-01-01

In this study, the factor structure and validity of the Persian version of the Baumrind parenting style inventory were evaluated among 576 mothers of elementary school students in Tehran who had been selected through multistage cluster sampling method. This study is, due to its subject and purposes a descriptive study based on psychometric methods. The factor structure of the inventory was tested by AMOS software based on the fitting and modification indicators in the confirmatory factor anal...

Another nail in the coffin for learning styles? Disparities among undergraduate anatomy students' study strategies, class performance, and reported VARK learning styles.

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Husmann, Polly R; O'Loughlin, Valerie Dean

2018-03-13

The concept and existence of learning styles has been fraught with controversy, and recent studies have thrown their existence into doubt. Yet, many students still hold to the conventional wisdom that learning styles are legitimate, and may adapt their outside of class study strategies to match these learning styles. Thus, this study aims to assess if undergraduate anatomy students are more likely to utilize study strategies that align with their hypothetical learning styles (using the VARK analysis from Fleming and Mills, , Improve Acad. 11:137-155) and, if so, does this alignment correlate with their outcome in an anatomy course. Relatedly, this study examines whether students' VARK learning styles are correlated with course outcomes regardless of the students' study strategies, and whether any study strategies are correlated with course outcomes, regardless of student-specific VARK results. A total of 426 anatomy students from the 2015 and 2016 Fall semesters completed a study strategies survey and an online VARK questionnaire. Results demonstrated that most students did not report study strategies that correlated with their VARK assessment, and that student performance in anatomy was not correlated with their score in any VARK categories. Rather, some specific study strategies (irrespective of VARK results), such as use of the virtual microscope, were found to be positively correlated with final class grade. However, the alignment of these study strategies with VARK results had no correlation with anatomy course outcomes. Thus, this research provides further evidence that the conventional wisdom about learning styles should be rejected by educators and students alike. Anat Sci Educ. © 2018 American Association of Anatomists. © 2018 American Association of Anatomists.

Modeling student's learning styles in web 2.0 learning systems

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Ramon Cabada Zatarain Cabada, M. L. Barron Estrada, L. Zepeda Sanchez, Guillermo Sandoval, J.M. Osorio Velazquez, J.E. Urias Barrientos

2009-12-01

Full Text Available The identification of the best learning style in an Intelligent Tutoring System must be considered essential as part of thesuccess in the teaching process. In many implementations of automatic classifiers finding the right student learning styler e p r e s e n t s t h e h a r d e s t a s s i g n m e n t . T h e r e a s o n i s t h a t m o s t o f t h e t e c h n i q u e s w o r k u s i n g e x p e r t g r o u p s o r a s e t o fquestionnaires which define how the learning styles are assigned to students. This paper presents a novel approach forautomatic learning styles classification using a Kohonen network. The approach is used by an author tool for buildingIntelligent Tutoring Systems running under a Web 2.0 collaborative learning platform. The tutoring systems together withthe neural network can also be exported to mobile devices. We present different results to the approach working under theauthor tool.

KINAESTHETIC LEARNING STYLE AND ITS USAGE IN LEARNING PROCESS IN BASIC SCHOOL

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Jonāne, Lolita

2018-01-01

The aim of the research is to explore the possibilities and methodological solutions of using kinaesthetic teaching style in the teaching/learning process in basic school and its impact on pupil involvement in learning activities and attainment of goals. Qualitative  and quantitative methods  - experienced teacher’s survey and student-trainee survey  after observation and analysys of lessons at school are used during the study. It is concluded that: 1)the kinesthetic style of learning involve...

Profile of students’ learning styles in Sorogan-Bandongan organic chemistry lecture

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Rinaningsih; Kadarohman, A.; Firman, H.; Sutoyo

2018-05-01

Individual-based independent curriculum as one of target of national education of Indonesia in XXI century can be achieved with the implementation of Sorogan-Bandongan model. This kind of learning model highly facilitates students in understanding various concepts with their own, respective learning styles. This research aims to perceive the effectiveness of Sorogan-Bandongan in increasing the mastery of concept in various learning styles. The samples of this research are students majoring in chemistry amounted to 31 students. Using pre-test and post-test instrument, data are analyzed in descriptive-qualitative method. Based on the result of the data analysis, it is found that 16% of students have mathematical/logical learning style, 22.6% naturalist, 9.7% visual/spatial, 13% kinesthetic, 6% linguistic, 13% intrapersonal, 9.7% interpersonal, and 10% musical. After the implementation of Sorogan-Bandongan model in the Organic Chemistry lectures, improvement of classical learning outcomes as 11,07 is obtained. Six out of eight learning styles of students experienced increase in mastery of concept, where 7 students have the naturalist learning style, 4 students experienced decrease in mastery of concept while 1 student is stagnant (0); meanwhile, 2 out of 4 students that have the interpersonal learning style experienced decrease in mastery of concept.

Using Discovery Learning to Encourage Creative Thinking

OpenAIRE

Mardia Hi. Rahman

2017-01-01

Creative thinking ability development is needed to be implemented by every educator including lecturers to their students. Therefore, they need to seriously act and design their learning process. One of the ways to develop student’s creative thinking is using discovery learning model. This research is conducted in physics education study program in 2016 with students who took learning and teaching class as research subject. From the research analysis result and discussion, it can be concluded...

Evaluation of the effect of self-care education based on Vark learning style on HbA1c and FBS in patients with type II diabetes

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Saleh Moghadam Amir Reza

2016-08-01

Full Text Available Background and Objective: Patients with type two diabetes mostly struggle with increased fasting blood sugar (FBS and glycosylated hemoglobin HbA1c, mainly associated with irrecoverable complications. Self-care education and considering different types of learning among patients are regarded as some of the most important issues in this regard. Therefore, this study aimed to evaluate the effect of self-care education based on VARK learning style on HbA1c and FBS in patients with type two diabetes. Materials and Method: This clinical trial was conducted on patients with type two diabetes, referring to Parsian Clinic in Mashhad, Iran in 2015. In total, 72 samples were selected through randomized convenience sampling and divided into two control and intervention groups of 36 cases. Subjects of the intervention group were also divided into subgroups of visual, aural, read/write, and kinesthetic based on the results of VARK inventory. Self-care education was carried for the intervention group in two 60-minute session once every two weeks, tailored to learning styles of patients. Meanwhile, traditional lecture method was used for the control group. HbA1c and FBS were evaluated in all the participants before and a month and a half after the intervention to assess the self-care of patients. Data analysis was performed in SPSS version 21 using Mann-Whitney U, Chi-square, independent t-test and Wilcoxon. Results: In this study, mean score of HbA1c was decreased from 7.7±0.8 to 7.0±5.7 (P<0.062, whereas mean score of FBS was alleviated from 176.1±33.5 to 147.7±32.8 (P<0.001, which was only significant regarding FBS levels (P=0.002. Conclusion: According to the results of this study, application of VARK learning style led to a reduction in HbA1c and FBS levels, contributing to improved self-care in patients with type 2 diabetes. Therefore, before initiation of training programs, determining learning style of patients is suggested using VARK learning

A prospective cohort study examining the preferred learning styles of acute care registered nurses.

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McCrow, Judy; Yevchak, Andrea; Lewis, Peter

2014-03-01

This paper reports on the preferred learning styles of Registered Nurses practicing in acute care environments and relationships between gender, age, post-graduate experience and the identified preferred learning styles. A prospective cohort study design was used. Participants completed a demographic questionnaire and the Felder-Silverman Index of Learning Styles (ILS) questionnaire to determine preferred learning styles. Most of the Registered Nurse participants were balanced across the Active-Reflective (n = 77, 54%), and Sequential-Global (n = 96, 68%) scales. Across the other scales, sensing (n = 97, 68%) and visual (n = 76, 53%) were the most common preferred learning style. There were only a small proportion who had a preferred learning style of reflective (n = 21, 15%), intuitive (n = 5, 4%), verbal (n = 11, 8%) or global learning (n = 15, 11%). Results indicated that gender, age and years since undergraduate education were not related to the identified preferred learning styles. The identification of Registered Nurses' learning style provides information that nurse educators and others can use to make informed choices about modification, development and strengthening of professional hospital-based educational programs. The use of the Index of Learning Styles questionnaire and its ability to identify 'balanced' learning style preferences may potentially yield additional preferred learning style information for other health-related disciplines. Copyright © 2013 Elsevier Ltd. All rights reserved.

Learning styles and strategies in the medicine students

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Nelson Torres García

2015-06-01

Full Text Available Much has been done and researched to find out learning strategies and styles in the last two decades. Dunn and Dunn ( 1975 focu sed on identifying relevant stimulus which could influence on the learning process and on the school environment ; approximately at the same time; Joseph Renzulli (1994 recommended a variety of learning strategies . The authors of this work intend to approa ch the didactic importance ascribed to the strategies and styles of learning in the educational learning process of medical students, as well as to show some of the strategies that these students adopt to facilitate the learning of contents among which Eng lish for Specific Purpose s is included.

Ambiguity Tolerance and Perceptual Learning Styles of Chinese EFL Learners

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Li, Haishan; He, Qingshun

2016-01-01

Ambiguity tolerance and perceptual learning styles are the two influential elements showing individual differences in EFL learning. This research is intended to explore the relationship between Chinese EFL learners' ambiguity tolerance and their preferred perceptual learning styles. The findings include (1) the learners are sensitive to English…

Peculiarities of learning style in adolescents with the features of hyperactivity

OpenAIRE

Nasvytienė, Dalia; Trakimavičiūtė, Rasa

2010-01-01

The aim of research was to investigate the learning style of adolescents with the features of hyperactivity. The participants were selected as quite common group in the educational practice exceeding by number the pure clinical disorder group of hyperactive children. Their learning style is still under discussion in regard to the efficiency and dynamics of learning process. Learning style questionnaire was created for this purpose. The participants came from a consecutive sample of 30 adolesc...

Learning design thinking online : studying students' learning experience in shared virtual reality

OpenAIRE

Lau, Kung Wong

2010-01-01

Learning Design Thinking Online: Studying Students' Learning Experience in Shared Virtual Reality My study attempts to deepen understanding about the learning experiences of design students in undertaking design-thinking exercises in a shared virtual reality. This study has identified the areas of an appropriate pedagogy for E-Learning and the use of a shared virtual environment for students in tertiary design education. Specific questions arising ji"Om this research are: (1...

Understanding Learning Style by Eye Tracking in Slide Video Learning

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Cao, Jianxia; Nishihara, Akinori

2012-01-01

More and more videos are now being used in e-learning context. For improving learning effect, to understand how students view the online video is important. In this research, we investigate how students deploy their attention when they learn through interactive slide video in the aim of better understanding observers' learning style. Felder and…

USING SIX THINKING HATS AS A TOOL FOR LATERAL THINKING IN ORGANIZATIONAL PROBLEM SOLVING

OpenAIRE

Dr. P. S. Aithal; Dr. P. M. Suresh Kumar

2016-01-01

Six thinking hats is recently introduced technique which outlines different thinking styles required by an individual while analysing a given problem in an effective way. The technique correlates different thinking styles used in a systematic problem-solving procedure with different coloured hats. Alternately, by conceptualizing each type of hat, the person focuses on the style of thinking associated with each colour so that the problem can be analysed from different angles and frame of refer...

Exam Success at Undergraduate and Graduate-Entry Medical Schools: Is Learning Style or Learning Approach More Important? A Critical Review Exploring Links Between Academic Success, Learning Styles, and Learning Approaches Among School-Leaver Entry ("Traditional") and Graduate-Entry ("Nontraditional") Medical Students.

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Feeley, Anne-Marie; Biggerstaff, Deborah L

2015-01-01

PHENOMENON: The literature on learning styles over many years has been replete with debate and disagreement. Researchers have yet to elucidate exactly which underlying constructs are measured by the many learning styles questionnaires available. Some academics question whether learning styles exist at all. When it comes to establishing the value of learning styles for medical students, a further issue emerges. The demographics of medical students in the United Kingdom have changed in recent years, so past studies may not be applicable to students today. We wanted to answer a very simple, practical question: what can the literature on learning styles tell us that we can use to help today's medical students succeed academically at medical school? We conducted a literature review to synthesise the available evidence on how two different aspects of learning-the way in which students like to receive information in a learning environment (termed learning "styles") and the motivations that drive their learning (termed learning "approaches")-can impact on medical students' academic achievement. Our review confirms that although learning "styles" do not correlate with exam performance, learning "approaches" do: those with "strategic" and "deep" approaches to learning (i.e., motivated to do well and motivated to learn deeply respectively) perform consistently better in medical school examinations. Changes in medical school entrant demographics in the past decade have not altered these correlations. Optimistically, our review reveals that students' learning approaches can change and more adaptive approaches may be learned. Insights: For educators wishing to help medical students succeed academically, current evidence demonstrates that helping students develop their own positive learning approach using "growth mind-set" is a more effective (and more feasible) than attempting to alter students' learning styles. This conclusion holds true for both "traditional" and graduate

Learning Style, Culture and Delivery Mode in Online Distance Education

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Speece, Mark

2012-01-01

Adaptation to customer needs is a key component of competitiveness in any service industry. In online HE (higher education), which is increasingly worldwide, this adaptation must include consideration of learning styles. Most research shows that learning style has little impact on learning outcomes in online education. Nevertheless, students with…

Influence of learning styles on the practical performance after the four-step basic life support training approach – An observational cohort study

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Henke, Alexandra; Stieger, Lina; Beckers, Stefan; Biermann, Henning; Rossaint, Rolf; Sopka, Saša

2017-01-01

Background Learning and training basic life support (BLS)—especially external chest compressions (ECC) within the BLS-algorithm—are essential resuscitation training for laypersons as well as for health care professionals. The objective of this study was to evaluate the influence of learning styles on the performance of BLS and to identify whether all types of learners are sufficiently addressed by Peyton’s four-step approach for BLS training. Methods A study group of first-year medical students (n = 334) without previous medical knowledge was categorized according to learning styles using the German Lernstilinventar questionnaire based on Kolb’s Learning Styles Inventory. Students’ BLS performances were assessed before and after a four-step BLS training approach lasting 4 hours. Standardized BLS training was provided by an educational staff consisting of European Resuscitation Council-certified advanced life support providers and instructors. Pre- and post-intervention BLS performance was evaluated using a single-rescuer-scenario and standardized questionnaires (6-point-Likert-scales: 1 = completely agree, 6 = completely disagree). The recorded points of measurement were the time to start, depth, and frequency of ECC. Results The study population was categorized according to learning styles: diverging (5%, n = 16), assimilating (36%, n = 121), converging (41%, n = 138), and accommodating (18%, n = 59). Independent of learning styles, both male and female participants showed significant improvement in cardiopulmonary resuscitation (CPR) performance. Based on the Kolb learning styles, no significant differences between the four groups were observed in compression depth, frequency, time to start CPR, or the checklist-based assessment within the baseline assessment. A significant sex effect on the difference between pre- and post-interventional assessment points was observed for mean compression depth and mean compression frequency. Conclusions The findings

Learning Object Retrieval and Aggregation Based on Learning Styles

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Ramirez-Arellano, Aldo; Bory-Reyes, Juan; Hernández-Simón, Luis Manuel

2017-01-01

The main goal of this article is to develop a Management System for Merging Learning Objects (msMLO), which offers an approach that retrieves learning objects (LOs) based on students' learning styles and term-based queries, which produces a new outcome with a better score. The msMLO faces the task of retrieving LOs via two steps: The first step…

Instructor Learning Styles as Indicators of Online Faculty Satisfaction

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McLawhon, Ryan; Cutright, Marc

2012-01-01

The purpose of this study was to determine the relationship between instructor learning style/preference and online faculty job satisfaction. Learning style was assessed using the Readiness for Education At a Distance Indicator (READI) now called Smarter Measure. Online faculty job satisfaction was assessed using the National Study of…

Fuzzy-logic based learning style prediction in e-learning using web ...

Indian Academy of Sciences (India)

tion, especially in web environments and proposes to use Fuzzy rules to handle the uncertainty in .... learning in safe and supportive environment ... working of the proposed Fuzzy-logic based learning style prediction in e-learning. Section 4.

Application of Learning Style in Media Writing.

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Cranston, Charles M.

1992-01-01

Describes a study that examined whether statistically significant differences existed among performance levels of college students in a beginning media writing class when compared according to cognitive style and learning style subgroups. Results are reported for five mass media formats--broadcast news, television copywriting, documentary,…

Personality Types, Learning Styles, and Educational Goals.

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Miller, Alan

1991-01-01

Outlines a new personality typology that provides a coherent system for construing and conducting research on learning styles. Discusses analytic, holistic, objective, and subjective styles as the affect versatility. Presents implications for educational goals, such as determining which students can benefit from stylistic versatility and which…

Use of Computer Technology for English Language Learning: Do Learning Styles, Gender, and Age Matter?

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Lee, Cynthia; Yeung, Alexander Seeshing; Ip, Tiffany

2016-01-01

Computer technology provides spaces and locales for language learning. However, learning style preference and demographic variables may affect the effectiveness of technology use for a desired goal. Adapting Reid's pioneering Perceptual Learning Style Preference Questionnaire (PLSPQ), this study investigated the relations of university students'…

THE RELATIONSHIP BETWEEN CREATIVE THINKING AND MOTIVATION TO LEARN CREATIVE THINKING AMONG PRE-SCHOOLERS IN JORDAN

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Mohammad Ahmad Abdelaziz Al-Zu'bi; Mohd Sofian Omar-Fauzee; Amrita Kaur

2017-01-01

The investigation of the level of creative thinking and motivation to learn creative thinking, and the relationship between both of them, in Jordan is still insufficient due to lack of interest and research among researchers and scholars. Therefore, this study examines the relationship between creative thinking and motivation to learn creative thinking among pre-school children in Jordan. A total of 102 students from one kindergarten was examined. Parental consent was obtained before the stud...

Estilos de aprendizaje y metacognición en estudiantes de psicología de Arequipa (Learning and Metacognition Styles in Psychology Students from Arequipa

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Walter Lizandro Arias Gallegos

2014-12-01

Full Text Available Resumen En este estudio se presenta la correlación de los estilos de aprendizaje según el modelo de Kolb (divergente, asimilador, convergente y acomodador con la metacognición y sus tres dimensiones (autoconocimiento, autorregulación y evaluación. Para ello, se utilizó el Inventario de Estilos de Aprendizaje de Kolb (α = 0.8 y el Inventario de Estrategias Metacognitivas de O’Neil y Abedi (α = 0.90. La muestra estuvo conformada por 273 estudiantes de psicología de tres universidades de Arequipa, seleccionados mediante la técnica de grupos intactos. Los resultados indican que el estilo divergente es el predominante en las tres universidades y que existen altos porcentajes de estudiantes con niveles bajos de metacognición, autoconocimiento, autorregulación y evaluación. Para el caso de la Universidad Nacional de San Agustín (UNSA y la Universidad Católica de Santa María (UCSM, se hallaron relaciones entre el estilo de aprendizaje convergente y la metacognición. Hubo relaciones inversas entre este estilo y el estilo divergente. El análisis de varianza indica que los estilos de aprendizaje no tienen efecto sobre la metacognición ni sus dimensiones. Abstract In this study, learning styles were correlated according to Kolb’s model (divergent, assimilator, convergent and usher with metacognition and its three dimensions (self-knowledge, self-regulation and evaluation. For this purpose, Kolb’s Styles of Learning Inventory was used (α = 0.87 and O’Neil and Abedi’s Metacognitive Strategies Inventory (α = 0.90. The sample was made-up of 273 psychology students from three universities in Arequipa that were selected through the intact group technique. The results indicated that the divergent style is prevalent in the three universities, and there are high percentages of students with low levels of metacognition, self-knowledge, self-regulation and evaluation. In the case of the Universidad Nacional de San Agustin (UNSA and the

The effectiveness of problem-based learning on development of nursing students' critical thinking: a systematic review and meta-analysis.

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Kong, Ling-Na; Qin, Bo; Zhou, Ying-qing; Mou, Shao-yu; Gao, Hui-Ming

2014-03-01

effect sizes for subscales of the California Critical Thinking Dispositions Inventory (CCTDI) and Bloom's Taxonomy favored problem-based learning, while effect sizes for all subscales of the California Critical Thinking Skills Test (CCTST) and most subscales of the Watson-Glaser Critical Thinking Appraisal (WCGTA) were inconclusive. The results of the current meta-analysis indicate that problem-based learning might help nursing students to improve their critical thinking. More research with larger sample size and high quality in different nursing educational contexts are required. Copyright © 2013 Elsevier Ltd. All rights reserved.

The effect of teaching based on dominant learning style on nursing students' academic achievement.

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Vizeshfar, Fatemeh; Torabizadeh, Camellia

2018-01-01

The recognition of learning styles and teaching based on that recognition will help lecturers use suitable methods of teaching. The aim of this study was to evaluate the effect of education based on dominant learning styles on the academic achievement of nursing students. The population of this quasi-experimental research consisted of 40 third-semester nursing students. The data were collected by using Kolb's Learning Style questionnaire. To determine the dominant learning style of the students, the researchers had them take a pre-test; then, based on the dominant learning style, the students were taught through group discussion. A formative exam and a summative exam were taken. The most and least preferred learning styles of the participants were the divergent style and the assimilative style respectively. Education based on learning styles, particularly for college students, can not only enhance students' academic achievement and teachers' professional satisfaction, but can help with training professional nurses. Copyright © 2017 Elsevier Ltd. All rights reserved.

Language Learning Styles Used By Students Of Basic English Course (Bec) Pare

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HIDAYAH, ULFA NURUL

2013-01-01

Learning styles are the important factors to help students to learn a second or foreign language. A learning habit of every individual is needed to support the student's learning to be more effective, for example by taking an English course. Learning styles can be classified into: visual, auditory, kinesthetic, tactile, group, and individual. This study is conducted to examine the language learning styles applied by the students of Basic English Course (BEC) in Pare, Kediri. This study applie...

The Impact of Acculturation on Hispanic Students' Learning Styles

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Gonyea, Nathan E.

2010-01-01

The present study investigated the impact of acculturation on the learning styles of 151 Hispanic students enrolled in a Hispanic Serving Institution in South Texas, controlling for age, gender, and country of origin. Acculturation did not significantly predict learning style when controlling for these three variables. These results may be because…

Using computer-assisted learning to engage diverse learning styles in understanding business management principles.

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Frost, Mary E; Derby, Dustin C; Haan, Andrea G

2013-01-01

Objective : Changes in small business and insurance present challenges for newly graduated chiropractors. Technology that reaches identified, diverse learning styles may assist the chiropractic student in business classes to meet course outcomes better. Thus, the purpose of our study is to determine if the use of technology-based instructional aids enhance students' mastery of course learning outcomes. Methods : Using convenience sampling, 86 students completed a survey assessing course learning outcomes, learning style, and the helpfulness of lecture and computer-assisted learning related to content mastery. Quantitative analyses occurred. Results : Although respondents reported not finding the computer-assisted learning as helpful as the lecture, significant relationships were found between pre- and post-assisted learning measures of the learning outcomes 1 and 2 for the visual and kinesthetic groups. Surprisingly, however, all learning style groups exhibited significant pre- and post-assisted learning appraisal relationships with learning outcomes 3 and 4. Conclusion : While evidence exists within the current study of a relationship between students' learning of the course content corollary to the use of technologic instructional aids, the exact nature of the relationship remains unclear.

Los enfoques de aprendizaje en estudiantes universitarios Catalanes mediante el approaches and study skills inventory for students (ASSIST) = Learning Approaches of Catalan University Students Measured with the Approaches and Study Skills Inventory for Students (ASSIST)

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Tesouro i Cid, Montserrat; Cañabate Ortiz, Dolors; Puiggalí, Joan

2014-01-01

The aim of this study is to measure the psychometric properties of a Catalan translation of the Approaches and Study Skills Inventory for Students (ASSIST), and to analyse the different learning styles used by university students, considering the influence of gender and type of studies. The instrument was administered to 834 students at the University of Girona. The results showed that most students interviewed had a deep approach to learning, although the analysis by gender showed that femal...

Learning Styles of Medical Students Change in Relation to Time

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Gurpinar, Erol; Bati, Hilal; Tetik, Cihat

2011-01-01

The aim of the present study was to investigate if any changes exist in the learning styles of medical students over time and in relation to different curriculum models with these learning styles. This prospective cohort study was conducted in three different medical faculties, which implement problem-based learning (PBL), hybrid, and integrated…

Key Learning Styles of Teaching English to Students from the Asian-Pacific Region

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Kovalenko Natalia A.

2016-01-01

Full Text Available This article examines key styles of learning English as the second language, particularly for students from Asian-Pacific countries. It deals with the methods of improving their learning skills and abilities. The most traditional and popular ways of learning styles are pointed out. The authors also discuss teaching approaches for matching and interaction of learning styles in different cultures. The authors also discuss teaching approaches to matching and interaction of learning styles in different cultures.

The Implementation of Discovery Learning Model with Scientific Learning Approach to Improve Students’ Critical Thinking in Learning History

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Edi Nurcahyo

2018-03-01

Full Text Available Historical learning has not reached optimal in the learning process. It is caused by the history teachers’ learning model has not used the innovative learning models. Furthermore, it supported by the perception of students to the history subject because it does not become final exam (UN subject so it makes less improvement and builds less critical thinking in students’ daily learning. This is due to the lack of awareness of historical events and the availability of history books for students and teachers in the library are still lacking. Discovery learning with scientific approach encourages students to solve problems actively and able to improve students' critical thinking skills with scientific approach so student can build scientific thinking include observing, asking, reasoning, trying, and networking   Keywords: discovery learning, scientific, critical thinking

Learning style-based teaching harvests a superior comprehension of respiratory physiology.

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Anbarasi, M; Rajkumar, G; Krishnakumar, S; Rajendran, P; Venkatesan, R; Dinesh, T; Mohan, J; Venkidusamy, S

2015-09-01

Students entering medical college generally show vast diversity in their school education. It becomes the responsibility of teachers to motivate students and meet the needs of all diversities. One such measure is teaching students in their own preferred learning style. The present study was aimed to incorporate a learning style-based teaching-learning program for medical students and to reveal its significance and utility. Learning styles of students were assessed online using the visual-auditory-kinesthetic (VAK) learning style self-assessment questionnaire. When respiratory physiology was taught, students were divided into three groups, namely, visual (n = 34), auditory (n = 44), and kinesthetic (n = 28), based on their learning style. A fourth group (the traditional group; n = 40) was formed by choosing students randomly from the above three groups. Visual, auditory, and kinesthetic groups were taught following the appropriate teaching-learning strategies. The traditional group was taught via the routine didactic lecture method. The effectiveness of this intervention was evaluated by a pretest and two posttests, posttest 1 immediately after the intervention and posttest 2 after a month. In posttest 1, one-way ANOVA showed a significant statistical difference (P=0.005). Post hoc analysis showed significance between the kinesthetic group and traditional group (P=0.002). One-way ANOVA showed a significant difference in posttest 2 scores (P learning style-based groups compared with the traditional group [visual vs. traditional groups (p=0.002), auditory vs. traditional groups (p=0.03), and Kinesthetic vs. traditional groups (p=0.001)]. This study emphasizes that teaching methods tailored to students' style of learning definitely improve their understanding, performance, and retrieval of the subject. Copyright © 2015 The American Physiological Society.

Learning Styles of Mexican Food Science and Engineering Students

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Palou, Enrique