scholarly journals The Relationship between Learning Styles of Pre-Service Music Teachers and Academic Achievement

2018 ◽  
Vol 7 (3) ◽  
Keyword(s):  
Academic Achievement ◽  
Learning Styles ◽  
Music Teachers ◽  
Service Music ◽  
The Relationship

scholarly journals The Relationship Between the VARK Learning Styles and Academic Achievement in Dental Students

2020 ◽  
Vol Volume 11 ◽  
pp. 15-19 ◽  
Author(s):  
Hamid Reza Mozaffari ◽  
Maryam Janatolmakan ◽  
Roohollah Sharifi ◽  
Fatemeh Ghandinejad ◽  
Bahare Andayeshgar ◽  
...  
Keyword(s):  
Academic Achievement ◽  
Learning Styles ◽  
Dental Students ◽  
The Relationship

scholarly journals The impact of academic libraries on students' academic achievement: The relationship between learning styles and information seeking anxiety

2018 ◽  
pp. 76-93
Author(s):  
Somayeh Parvin ◽  
Nasrin Kheibar ◽  
Hamideh Mihanpour ◽  
Alireza Rafi
Keyword(s):  
Academic Achievement ◽  
Learning Styles ◽  
Learning Style ◽  
Information Seeking ◽  
Significant Difference ◽  
Anxiety Levels ◽  
And Gender ◽  
Relationship Of ◽  
The Impact ◽  
The Relationship

Information seeking anxiety is a type of anxiety that affects academic performance. The present study was aimed at investigating the relationship between learning styles and information seeking anxiety in relation to the academic achievement of students. This was a descriptive-analytic research, and the study population consisted of students who had passed at least one semester in Behbahan University, Iran. The sample size was calculated 181 from the Morgan table. The results of this study showed that most of the students used the ‘assimilating' learning style. It was concluded that there was no significant difference between anxiety levels and the field of study. Also, there was no relationship between learning styles and age and gender. Moreover, there was no relationship of gender, academic semester, and age with academic achievement. Even though, there was no relationship between information seeking anxiety and learning styles vis a vis academic achievement, the assimilating learning style was preferred by the majority of the students. The comparison of learning styles with information seeking anxiety was a distinctive feature of this study, indicating that different aspects of learning did not have much effect on the anxiety levels of individuals, which could be the basis for further research on personality dimensions such as self-concept and intrinsic motivation in relation to information seeking anxiety and academic achievement.

scholarly journals The Mediating Role of Shyness on the Relationship Between Academic Satisfaction and Flourishing among Pre-Service Music Teachers

2020 ◽  
Vol 13 (6) ◽  
pp. 163
Author(s):  
Nagihan Oğuz-Duran ◽  
Rasim Erol Demirbatır
Keyword(s):  
Music Teachers ◽  
Survey Design ◽  
Music Teacher ◽  
Design Data ◽  
Satisfaction Scale ◽  
Academic Satisfaction ◽  
Counseling Professionals ◽  
Mediating Role ◽  
Service Music ◽  
The Relationship

This study examined shyness as a potential mediator in the relationship between academic satisfaction and flourishing among Turkish music teacher education students. Using a questionnaire-based survey design, data were collected from 162 (100 female and 62 male) pre-service music teachers. The Shyness Scale, the Academic Life Satisfaction Scale and the Flourishing Scale were used for data collection. The bootstrap re-sampling method was employed using Hayes’s SPSS PROCESS macro. Results of bivariate correlations showed that, higher academic satisfaction was associated with increased flourishing as expected, whereas higher shyness was associated with decreased flourishing. The mediation model was significant for the contribution of shyness. These findings offer useful implications for the instructors of pre-service music teachers and counseling professionals in higher education.

scholarly journals THE TECHNOLOGY OF DEVELOPING HARMONIC HEARING

2015 ◽  
Vol 2 ◽  
pp. 530
Author(s):  
Galina Zavadska
Keyword(s):  
Higher Education ◽  
Experiential Learning ◽  
Learning Styles ◽  
Music Teachers ◽  
Learning Model ◽  
Music Teacher ◽  
Important Place ◽  
David Kolb ◽  
Service Music

In Latvia, the development of harmonic hearing takes an important place in the process of training pre-service music teachers, because a music teacher is a conductor of a school choir or a conductor of some other choir collective. The issues relating to the system of properties of harmonic musical hearing have been highlighted in a range of scientific works by different authors (Teplov, 1947; Sloboda, 1988; Petrushin, 1997). However, at present the understanding of the nature and ways of developing harmonic hearing is sometimes quite controversial. This, first of all, can be attributed to the complexity of the interrelations between harmonic hearing and general psychic processes: perception, presentation, reproduction, memory, and thinking. The interconnectedness of general human and specific, individual qualities makes this problem difficult to study. The solution of the problem is made difficult by the fact that a collective teaching at sol-fa classes in a higher education establishment often conflicts with learners’ individual peculiarities and problems of developing their harmonic hearing. Within the frame of the case study the technology of developing harmonic hearing based on the strategy of experiential learning (model by David Kolb, 1984) has been worked out. The presented technology is grounded on individual students’ learning styles and on the author’s model of developing harmonic hearing (Zavadska, 2012b).

scholarly journals An Investigation of Pre-Service Music Teachers’ Self-Regulatory Skills

2021 ◽  
Vol 3 (3) ◽  
pp. 548-562
Author(s):  
Yavuz Selim Kaleli
Keyword(s):  
Academic Achievement ◽  
Music Education ◽  
Music Teachers ◽  
The Self ◽  
Factors Affecting ◽  
Significant Difference ◽  
Research Findings ◽  
And Performance ◽  
Service Music ◽  
Achievement Levels

Self-regulatory skill is one of the important factors affecting academic orientation and performance of learners at all levels in learning-teaching processes. The aim of this study is to compare the self-regulatory skills of pre-service teachers studying in music education departments based on the variables of gender, class, overall achievement and performance in individual instruments lessons. The study was conducted with 198 Pre-service Music Teachers studying at Necmettin Erbakan University and Gazi University. Data were collected by using Academic Self-regulatory Skills Scale. Research findings showed that pre-service music teachers’ self-regulatory skills differed based on the variables of year of study, achievement levels in individual instrument lessons and overall academic achievement. It was found that students with high academic achievement levels had effective self-regulatory skills. However, no significant difference was found between the self-regulatory skills of male and female pre-service music teachers.

scholarly journals Learning Styles and Academic Achievement among Form Three Living Integrated Skills Students

2021 ◽  
Vol 16 ◽  
pp. 1-13
Author(s):  
Mustafa Rehman Khan
Keyword(s):  
Academic Achievement ◽  
Learning Styles ◽  
Cognitive Ability ◽  
Survey Research ◽  
Learning Style ◽  
Classroom Environment ◽  
Instructional Delivery ◽  
Statistical Analyses ◽  
Future Studies ◽  
The Relationship

Learning styles indicate a students’ preference for learning methods and therefore are necessary information to guide teachers’ instruction. This study is aimed to determine the relationship between learning styles and academic achievement of Form Three students in their Living Integrated Skills subject. This study was participated by 372 respondents selected using purposive sampling from six secondary schools in Sabah, Malaysia. Data was collected using a research questionnaire in survey research and analyzed with IBM SPSS 23.0 using both descriptive and inferential statistical analyses. Findings of the study showed that pragmatist and theorist learning styles are the dominant learning styles while activist is the least preferred learning style. It was found that learning styles i.e. activist (t = -0.412; p = 0.681), reflective (t = -1.457; p = 0.146), theorist (t = 0.890; p = 0.374) and pragmatist (t = -0.537; p = 0.592) did not differ significantly based on gender but learning styles i.e activist (t = 7.412, p = 0.000), reflective (t = 9.461, p = 0.000), theorist (t = 9.080, p = 0.000) and pragmatist (t = 8.615, p = 0.000) was significantly different between high and low academic achievers. The higher achievers were pragmatic and activist while the lower achievers were reflective and theorists. This study also showed that learning styles i.e. activist (r = 0.395, p = 0.000), reflective (r = 0.476, p = 0.000), theorist (r = 0.492, p = 0.000) and pragmatist (r = 0.471, p = 0.000) were significantly correlated with academic achievement. Theorist learning style has the strongest correlation with academic achievement followed by reflective and pragmatist and the weakest learning style is activist. This study implied that other factors like a classroom environment, instructional delivery, and students’ self-efficacy should be investigated in future studies to explain the academic achievement of the students. This study supported the notion that learning styles are important to facilitate teachers in planning and implementing the lesson and for students to develop meta-cognitive ability to learn with the best style suited to them.

scholarly journals Examining perceived self-regulation beliefs of pre-service music teachers in musical instrument practice

2018 ◽  
Vol 15 (4) ◽  
pp. 2180
Author(s):  
Onur Topoğlu ◽  
Evin Erden Topoğlu
Keyword(s):  
Academic Achievement ◽  
Music Teachers ◽  
Personal Information ◽  
Self Regulation ◽  
Daily Practice ◽  
Musical Instrument ◽  
Career Goals ◽  
Achievement Scores ◽  
Practice Performance ◽  
Service Music

The aim of this study is to investigate whether there are significant differences between perceived self-regulation beliefs of pre-service music teachers in their instrument practice and their genders, ages, universities, hours of daily practice, instruments and their career goals.  Also under investigation is the correlation between perceived self-regulation beliefs of pre-service music teachers and their academic achievement scores of their principal instrument lessons. The study is a quantitative descriptive study. Participants of the study consisted of 249 pre-service music teachers (F=131; M=118). The participants were receiving education from the universities that are found in the western part of Turkey. Criterion sampling was used for the study. The Self-Regulation in Instrumental Practice Scale (Özmenteş, 2007) and a personal information form were used as data collection tools. The results showed that there are significant differences between levels of perceived self-regulation beliefs of participants and their career goals and the time they spent on instrument practice. Also discovered was a small positive significant correlation between perceived self-regulation beliefs of participants and their academic achievement scores on instrument practice/performance. The results were discussed in the light of the literature.

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