scholarly journals Age, Residence, Parents’ Educational Attainment and Exposure to Media Affect Students’ Learning Styles

2015 ◽  
Vol 21 (1) ◽  
Author(s):  
Elvin A. Balallo ◽  
Crizzle A. Bajet-Paz
Keyword(s):  
Emotional Intelligence ◽  
Learning Styles ◽  
Learning Style ◽  
Visual Learning ◽  
Self Regulation ◽  
Learning Preferences ◽  
Three Dimensions ◽  
Self Awareness ◽  
Correlational Method ◽  
High Level

Most students are unaware of their learning styles and emotional intelligence.  Thus, it is important to know one’s learning styles and emotional intelligence because they can be used to increase self-awareness as to their strengths and weaknesses as learners. The study determined the learning styles and emotional intelligence of the students in the College of Technology of University of Northern Philippines, Philippines.  The study utilized descriptive-correlational method of research. Results showed that student respondents have an overall high level of learning style in all of its three dimensions: visual, auditory, and kinesthetic. Also, they have an overall high level of emotional intelligence in all of its dimensions. The overall level of learning styles of the respondents is significantly related with self-motivation while visual learning style is significantly linked to self-regulation.  Likewise, auditory learning style is significantly related to self-awareness, self-motivation, social skills and the overall level of emotional intelligence.  Meanwhile, kinesthetic learning style is significantly related to social awareness and self-motivation. The university should conduct an assessment of learning preferences of the students to determine their strengths and weaknesses. Likewise, emotional intelligence tests should be given to students to provide essential data on the attitudes of these students. Keywords –   Education, learning styles, emotional, intelligence, students, descriptive-correlational design,  Ilocos Sur, Philippines

scholarly journals An Analysis of Students' Learning Style, Mathematical Disposition, and Mathematical Anxiety toward Metacognitive Reconstruction in Mathematics Learning Process Abstract

2019 ◽  
Vol 10 (2) ◽  
pp. 187-200
Author(s):  
Bambang Sri Anggoro ◽  
Safitri Agustina ◽  
Ramadhana Komala ◽  
Komarudin Komarudin ◽  
Kittisak Jermsittiparsert ◽  
...  
Keyword(s):  
Learning Styles ◽  
Learning Style ◽  
Structural Equation Model ◽  
Structural Equation ◽  
Mathematics Learning ◽  
Visual Learning ◽  
Equation Model ◽  
Know How ◽  
Mathematical Anxiety ◽  
High Level

The purpose of this research is to find out whether there is an influence of learning styles, mathematical disposition, and mathematical anxiety on metacognitive reconstruction in mathematics learning and to know how learning styles, mathematical disposition, andMathematical anxietyaffect metacognitive reconstruction in mathematics learning. This research was conducted using theMixed Method. The data processing in this research uses the Structural Equation Model (SEM) through the application of the Lisrel 8.80 program. Based on the data and research results, it can be concluded that: 1) there is an influence of learning style, mathematical disposition, and mathematical anxietyon metacognitive reconstruction in mathematics learning; 2) students with goodmetacognitive reconstruction prefer visual learning style and have a high mathematical disposition and low level of anxiety. Students with medium metacognitive reconstructions category prefer kinesthetic learning styles andhave a moderate mathematical disposition and moderate levels of anxiety. Students with low metacognitive reconstruction categories prefer audio learning styles and have a low mathematical disposition and a high level of anxiety. 

scholarly journals INDONESIAN UNIVERSITY STUDENTS’ VISUAL LEARNING STYLE: LEARNERS’ AND TEACHERS’ PERSPECTIVES

2020 ◽  
Vol 6 (2) ◽  
pp. 259
Author(s):  
Maximeliana Masela ◽  
Adaninggar Septi Subekti
Keyword(s):  
Learning Styles ◽  
Learning Style ◽  
Empirical Studies ◽  
Descriptive Analysis ◽  
Visual Learning ◽  
Visual Media ◽  
Visual Aids ◽  
English Classes ◽  
High Level ◽  
Teachers Perspectives

This study aimed to investigate Indonesian undergraduate non-English department students' visual learning style and their and teachers' perspectives on the uses of visual aids to promote learning. It was conducted to fill the gap in the literature on the scarcity of empirical studies in the field of learning style in the Indonesian context despite the potentials of instruction accommodating learners' learning styles. 127 students participated in the study through a survey and descriptive analysis, this study found that the participants, in general, had a high level of visual learning style, suggesting that class instruction should provide visual media and activities reported to be effective by the participants. Four participants with the highest visual learning style levels along with three teachers of General English classes were interviewed. Through Thematic Analysis of the interview results, the study found that both the students and teachers reported that teachers used certain visual media for certain purposes, for example, pictures for brainstorming activities, videos for providing input for further discussions, and writing on the boards to explain grammar. Based on the findings, possible implications and contributions are mentioned along with limitations and possible future studies. 

scholarly journals Emotional Intelligence of Engineering Students as Basis for More Successful Learning Process for Industry 4.0

Mathematics ◽  
2020 ◽  
Vol 8 (8) ◽  
pp. 1321
Author(s):  
Slavica Mitrović Veljković ◽  
Ana Nešić ◽  
Branislav Dudić ◽  
Michal Gregus ◽  
Milan Delić ◽  
...  
Keyword(s):  
Emotional Intelligence ◽  
Industry 4.0 ◽  
Engineering Students ◽  
Self Regulation ◽  
Geographic Origin ◽  
Development Program ◽  
Personal Characteristics ◽  
Student Population ◽  
Three Dimensions ◽  
Self Awareness

The purpose of this paper is creating analyses for understanding the personality characteristics related to emotional intelligence and how can this define the development program of personal characteristics in the processes of education for Industry 4.0. The main research goal is to measure dimensions of emotional intelligence in the student population based on a quantitative survey (Emotional Competence Inventory) through dimensions of emotional intelligence: self-regulation, self-awareness, and attitude towards changes. Since the student population was the research target, a group of 338 engineering students was selected. The group was characterized by highly diversified geographic origin, having previously completed school and achieved success. The results show that there are statistically significant differences between all three dimensions of emotional intelligence. Namely, self-regulation and attitude towards changes (both directly and indirectly through self-regulation) are positively affected by self-awareness, while attitude towards changes is positively affected by self-regulation. Developing student emotional potential is one of the most important actuators of business for Industry 4.0, especially in countries with low educational attainment and low social and economic indicators.

scholarly journals A secondary School Student’s Critical Thinking Ability Profile in Natural Science Subject Matters Based on Learning Style

2020 ◽  
Vol 1 (2) ◽  
Author(s):  
Nur Afdila
Keyword(s):  
Critical Thinking ◽  
Secondary School ◽  
Learning Styles ◽  
Learning Style ◽  
Natural Science ◽  
Visual Learning ◽  
Self Regulation ◽  
Data Retrieval ◽  
Critical Thinking Ability ◽  
Thinking Ability

This research aims to describe students' critical thinking ability in science subjects based on learning style. The research method uses qualitative research with phenomenological approaches. The research site was conducted at SMP Muhammadiyah 5 Tulangan Sidoarjo. Data retrieval techniques using tests, questionnaires, and interviews. Data analysis techniques using the Miles & Huberman (2014) model include data reduction, data presentation, verification and conclusions. There are 6 indicators of critical thinking abilities revealed that include interpretation, analysis, evaluation, inference, explanation, and self-regulation (Facione, 2013). The study only used 5 indicators of critical thinking ability without self-regulation, this is because they cannot be revealed in a short time. The results of the study found that (1) indicators achieved in visual learning styles include interpretation, evaluation, and inference, (2) indicators achieved in auditory learning styles namely interpretation, analysis, evaluation, and explanation, and (3) indicators achieved in kinesthetic learning styles namely: interpretation and evaluation. All subjects achieved not same indicators, while the all subjects also did not achieve all indicators of critical thinking ability. Further research is expected to be the efforts of natural science teachers in achieving all indicators of critical thinking ability, among others by doing habituation and consistent in training critical thinking ability.Keywords: Critical thinking ability,Secondary school student’s,Natural Science,Learning Style

scholarly journals Learning styles and teaching styles determine students’ academic performances

2019 ◽  
Vol 8 (4) ◽  
pp. 610
Author(s):  
Nithya Dewi Subramaniam Chetty ◽  
Lina Handayani ◽  
Noor Azida Binti Sahabudin ◽  
Zuraina Ali ◽  
Norhasyimah Hamzah ◽  
...  
Keyword(s):  
Academic Performance ◽  
Learning Styles ◽  
Learning Style ◽  
Teaching Style ◽  
Visual Learning ◽  
Teaching Styles ◽  
Learning Preferences ◽  
Programming Technique ◽  
Learning And Teaching ◽  
The Relationship

<span>Individuals learn in different ways using several learning styles, but lecturers may not always share material and learning experiences that match students’ learning preferences. Mismatches between learning and teaching styles can lead to disappointment with students are taking, and lead to underperformance among them. The aim of this study is to identify the learning styles of the students enrolled in Universiti Malaysia Pahang who were registered in Programming Technique course and to investigate the relationship between students’ learning styles and teachers’ teaching styles. Five lecturers and 251 students were involved in the study as participants and. Data from students were collected using Leonard, Enid’s VAK Learning Style Survey. Meanwhile, the teaching styles of the lecturers were identified using Grasha and Reichmann’s Teaching Style Survey. The findings revealed that majority of the student’s preferred visual learning style. The result also shows that the lecturers’ teaching styles give an impact towards the <br /> students’ academic performance. From this study, we can conclude that teaching styles have significant impacts on students’ learning styles and academic performances.</span>

scholarly journals Moderating Effects of Student Motivation on the Relationship between Learning Styles and Student Engagement

2020 ◽  
Vol 16 (2) ◽  
pp. 93
Author(s):  
Mazuin Mat Halif ◽  
Narehan Hassan ◽  
Nur Athirah Sumardi ◽  
Aida Shekh Omar ◽  
Sharrifah Ali ◽  
...  
Keyword(s):  
Student Engagement ◽  
Learning Styles ◽  
Learning Style ◽  
Student Motivation ◽  
Visual Learning ◽  
Three Dimensions ◽  
Classroom Engagement ◽  
Moderating Effects ◽  
Technical Science ◽  
The Relationship

This research examined both the relationship and the effects of learning styles and student engagement at three selected Universiti Teknologi MARA, (UiTM) Malaysia state campuses using the VARK learning style model. The effects of students’ learning styles and their relationships to classroom engagement were analyzed. Three categories of students’ majors which were Social Science (SS), Technical Science (TS) and Pure Science (PS) were segregated to identify the moderating effects of student motivation on the relationship between learning styles and student engagement. The results revealed that only visual learning style was found to influence all three dimensions (behavioral, cognitive and emotional) elements of student engagement. These results also showed that visual learners had higher classroom engagement as opposed to both auditory and kinesthetic learners. It was also reported that all elements of student motivation (achievement, recognition, relationship with peers and relationship with lecturers) did significantly moderate the relationship between learning styles and student engagement.  It is recommended that instructors should employ varieties of teaching methods to encourage student engagement according to their fields of study. It is further suggested that motivation should be enriched among students to yield higher student classroom engagement.  Keywords: Homogenous Group, Learning Styles, Student Engagement, University Students,

scholarly journals Pengaruh Kecerdasan Emosional, Gaya Belajar Visual, Gaya Belajar Auditorial dan Gaya Belajar Kinestetik Pada Tingkat Pemahaman Akuntansi

2020 ◽  
Vol 30 (1) ◽  
pp. 130
Author(s):  
Ni Made Inten Pramesti ◽  
Ni Made Dwi Ratnadi
Keyword(s):  
Emotional Intelligence ◽  
Learning Styles ◽  
Learning Style ◽  
Cognitive Theory ◽  
Visual Learning ◽  
Auditory Learning ◽  
Kinesthetic Learning ◽  
Study Support ◽  
Level Of Understanding ◽  
Positive Effect

The level of one's accounting understanding can be influenced by emotional intelligence, visual learning styles, auditory learning styles and kinesthetic learning styles that exist within students. The purpose of the study was to determine the effect of emotional intelligence, visual learning style, auditory learning style and kinesthetic learning styles on the level of understanding of accounting. The research was conducted at the Faculty of Economics and Business, Udayana University. Respondents were 171 students majoring in accounting undergraduate program 2015 were determined by probability sampling method. Data were analyzed by multiple linear regression. Based on the results of the analysis, emotional intelligence has a positive effect on the level of accounting understanding. This shows that the better the emotional intelligence possessed by students causes the level of understanding of accounting increases. Visual learning style, auditory learning style and kinesthetic learning style have a positive effect on the level of understanding of accounting, this shows the better the learning style, the higher the level of understanding of accounting. The implications of the results of this study support cognitive theory which states the level of understanding of accounting is influenced by internal factors, namely emotional intelligence, visual learning style, auditory learning style and kinesthetic learning style. Keywords: Understanding, Intelligence, Learning Style

HUBUNGAN GAYA BELAJAR SISWA TERHADAP ASPEK PENGETAHUAN SISWA PADA MATA PELAJARAN SISTEM KOMPUTER DI SMK IT RAHMATAN KARIMAH BENGKULU TENGAH

2020 ◽  
Vol 1 (01) ◽  
pp. 13-20
Author(s):  
Dian Saputra
Keyword(s):  
Learning Styles ◽  
Computer System ◽  
Learning Style ◽  
Descriptive Analysis ◽  
Visual Learning ◽  
Auditory Learning ◽  
Analysis Techniques ◽  
Post Test ◽  
The Subject ◽  
The Relationship

This study aims to find out the relationship between learning style and students’ knowledge aspect on Computer System Subject at SMK IT Rahmatan Karimah of  Central Bengkulu, the type of research is quantitative and the subject of research is grade X in SMK IT Rahmatan Karimah of  Central Bengkulu. Data collection techniques using observation, Questionnaire and documentation. Data analysis techniques used were Descriptive Analysis, and inferential Statistical Analysis. The results of visual learning style post-test were 11 people with a mean of 76.36, an auditory learning style of 8 people at a mean of 62.14, a kinesthetic learning style of 3 people at a mean of 50.33, apart from that (r x y = 2.35) and the magnitude of r is reflected in the table (r table = 0.4132). Then rxy > r table ie = 2.35> 0.4132. In other words, Ho is rejected and Ha is accepted. It has a significant relationship between the learning styles of students and students’ knowledge aspect on Computer System Subject of grade X TKJ in SMK IT Rahmatan Karimah of  Central Bengkulu

The Effect of Instructional Approaches and Learning Styles on Students’ Achievement of Grammar

2014 ◽  
Vol 11 (1) ◽  
Author(s):  
Rista Damesari Saragih ◽  
Lince Sihombing ◽  
Eddi Setia
Keyword(s):  
Learning Styles ◽  
Learning Style ◽  
Significant Interaction ◽  
Visual Learning ◽  
Sampling Technique ◽  
Cluster Sampling ◽  
Instructional Approaches ◽  
Vocational High School ◽  
Instructional Approach ◽  
Auditory Learning

The objectives of this research are to investigate whether: (1) students’ achievement of grammar taught by applying inductive approach higher than taught by applying deductive approach, (2) achievement of grammar of visual learning style students higher than achievement of grammar of auditory learning style students, and (3) there is an interaction between instructional approaches and learning styles on the students’ achievement of grammar. The population was students of Grade X of Vocational High School 1 Beringin Deli Serdang. Based on Cluster Sampling technique, two classes were chosen, namely Grades X1 and X3. The data were analyzed using a two-way ANOVA with 2 × 2 factorial design. The result reveals that (1) Students` grammar achievement taught by using inductive instructional approach is higher than that taught by using deductive instructional Approach (81,20 > 72,10), (2) Students with visual learning style have higher achievement in grammar than students with auditory learning style (81,90 > 72) and (3) there is significant interaction between instructional approaches and learning styles on students` achievement of grammar (4.906 > 3.96). Thus, it can be concluded that the application of instructional approaches and learning styles can affect students` achievement in grammar.   Keywords: Grammar; Instructional Approach; Learning Styles

THE EFFECT BETWEEN COOPERATIVE LERANING AND LEARNING STYLE OF THE GERMANY WRITTING OUTCOM

Jurnal KATA ◽  
2017 ◽  
Vol 1 (2) ◽  
pp. 172
Author(s):  
Fauzan Adhima
Keyword(s):  
Data Analysis ◽  
Cooperative Learning ◽  
Learning Styles ◽  
Factorial Design ◽  
Learning Style ◽  
Interaction Effect ◽  
Empirical Data ◽  
Visual Learning ◽  
Design Data ◽  
Auditory Learning

<p><em>The aim of the study is to reveal the empirical data about the effect of cooperative learning and learning styles on the outcome of germany writting of SMA Negeri 42 Jakarta. The methodology used is the experimental method with a 2x2 factorial design. Data analysis performed by using two way variance analysis. The findings of the study demonstrated: 1)   The teaching cooperative leraning type STAD was higher than students who take cooperative leraning type Pair Cheks teaching. 2) The visual learning style was higher than students who have auditory learning style. 3) The students who take the teaching  cooperative leraning type Pair Cheks and have a visual learning style higher than students who take cooperative leraning type STAD and have a visual learning style . 4) The cooperative leraning type STAD and auditory learning style is higher than  cooperative leraning type Pair Cheks and have auditory learning styles. 5) The teaching cooperative leraning type STAD and have a auditory learning style was higher than the teaching cooperative leraning type STAD and have visual learning styles. 6) The cooperative leraning type Pair Cheks and have a visual learning style is higher than cooperative leraning type Pair Cheks and have auditory learning styles. 7) There is an interaction effect between  cooperative leraning  and learning style of the germany writting outcome.</em></p><p><em><br /></em></p><p> </p><p>Tujuan dari penelitian ini adalah untuk mengetahui pengaruh pembelajaran kooperatif (tipe STAD dan tipe <em>Pair Cheks</em>) dan gaya belajar (visual dan auditori) terhadap keterampilan menulis bahasa Jerman Siswa SMA N 42 Jakarta. Penelitian ini merupakan penelitian kuantitatif dengan metode eksperimen menggunakan desain faktorial 2 X 2. Pengukuran keterampilan menulis bahasa Jerman menggunakan tes tulis sedangkan gaya belajar menggunakan kuesioner. Teknik analisis data dalam penelitian ini adalah teknkik analisis variansi (ANAVA) 2 jalur dan dilanjutkan dengan uji Tuckey untuk melihat interaksi antar kelompok.  Hasil penelitian menunjukan bahwa: (1) keterampilan menulis tipe STAD lebih baik dari pada tipe <em>Pair Cheks</em>, (2) gaya belajar visual lebih baik dari auditori, (3) gaya belajar auditori lebih baik menggunakan pembelajaran kooperatif tipe STAD dari pada tipe <em>Pair Cheks</em>, (4) keterampilan menulis bahasa Jerman kelompok siswa yang memiliki gaya belajar visual lebih baik menggunakan pembelajaran kooperatif tipe <em>Pair Cheks</em> dari pada tipe STAD, (5) Belajar dengan pembelajaran kooperatif tipe STAD lebih baik diterapkan pada siswa yang memiliki gaya belajar auditori dari pada gaya belajar visual, (6) belajar dengan pembelajaran kooperatif tipe <em>Pair Cheks</em> lebih baik diterapkan pada siswa yang memiliki gaya belajar visual dari pada auditori, dan (7) terdapat pengaruh interaksi antara pembelajaran kooperatif dan gaya belajar terhadap keterampilan menulis bahasa Jerman.</p><p>Tujuan dari penelitian ini adalah untuk mengetahui pengaruh pembelajaran kooperatif (tipe STAD dan tipe <em>Pair Cheks</em>) dan gaya belajar (visual dan auditori) terhadap keterampilan menulis bahasa Jerman Siswa SMA N 42 Jakarta. Penelitian ini merupakan penelitian kuantitatif dengan metode eksperimen menggunakan desain faktorial 2 X 2. Pengukuran keterampilan menulis bahasa Jerman menggunakan tes tulis sedangkan gaya belajar menggunakan kuesioner. Teknik analisis data dalam penelitian ini adalah teknkik analisis variansi (ANAVA) 2 jalur dan dilanjutkan dengan uji Tuckey untuk melihat interaksi antar kelompok.  Hasil penelitian menunjukan bahwa: (1) keterampilan menulis tipe STAD lebih baik dari pada tipe <em>Pair Cheks</em>, (2) gaya belajar visual lebih baik dari auditori, (3) gaya belajar auditori lebih baik menggunakan pembelajaran kooperatif tipe STAD dari pada tipe <em>Pair Cheks</em>, (4) keterampilan menulis bahasa Jerman kelompok siswa yang memiliki gaya belajar visual lebih baik menggunakan pembelajaran kooperatif tipe <em>Pair Cheks</em> dari pada tipe STAD, (5) Belajar dengan pembelajaran kooperatif tipe STAD lebih baik diterapkan pada siswa yang memiliki gaya belajar auditori dari pada gaya belajar visual, (6) belajar dengan pembelajaran kooperatif tipe <em>Pair Cheks</em> lebih baik diterapkan pada siswa yang memiliki gaya belajar visual dari pada auditori, dan (7) terdapat pengaruh interaksi antara pembelajaran kooperatif dan gaya belajar terhadap keterampilan menulis bahasa Jerman.</p>

Sign in / Sign up

Export Citation Format

Share Document