A Meta-Analysis on the Effect of Instructional Designs based on the Learning Styles Models on Academic Achievement, Attitude and Retention

doi:10.12738/estp.2016.6.0084

Cited by 15 publications

(11 citation statements)

References 24 publications

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“…Alanyazında e-öğrenme stillerinin akademik başarıyı olumlu yönde etkilediğine ilişkin çalışmalar (Hsu, 1994;Ross, Drysdale, & Schulz, 2001) olduğu gibi öğrenme stillleri ile akademik başarı arasında ilişki olmadığına yönelik bulgular da (Omar ve diğerleri, 2015;Rovai & Grooms, 2004) söz konusudur. Öğrenme stil modeline dayalı ders tasarımlarının akademik başarı üzerinde olumlu etkisi Kanadlı (2016) tarafından yapılan meta analiz çalışmasında belirtilmiştir. Ağca (2006), hipermedya ortamlarda Kolb'un öğrenme stillerine dayalı olarak farklı gezinti yapılarının akademik başarıya etkisini incelemiştir.…”

Section: Tartışma Sonuç Ve öNerilerunclassified

E-öğrenme Ortamlarında Öğrenme Stilleri ve Akademik Başarı Arasındaki İlişkinin İncelenmesi

Ergün

Kurnaz

2019

Kuramsal Eğitimbilim

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In this study, the effects of students learning styles on academic achievement was investigated in elearning environments and the answer for the question "are e-learning style, participation in online course and watching the lecture videos offline predictors of academic achievement?" is tried to examined. E-Learning Style Scale (Gülbahar and Alper, 2014) and Achievement Test were applied 501 (350 female and 151 male) students who received pedagogical formation education in e-learning environment during the 2016-2017 academic year. The research was carried out online with learning management systems in the measurement and assessment course for 14 weeks. The certificate of pedagogical formation was given to students at the end of the course. The Achievement Test developed by researchers. This test was tested in another group similar to the study group and found reliable and valid results. The scores obtained from this test were accepted as a measure of academic achievement. Data were analyzed by stepwise multiple regression analyses. According to the results, participation in online course, watching video recordings, active learning style and independent learning style were found as predictors of students' academic achievement. These four variables account for 7% of the total variance in academic achievement.

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Section: Tartışma Sonuç Ve öNerilerunclassified

E-öğrenme Ortamlarında Öğrenme Stilleri ve Akademik Başarı Arasındaki İlişkinin İncelenmesi

Ergün

Kurnaz

2019

Kuramsal Eğitimbilim

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“…Visual learning styles emphasize learning abilities by seeing and observing learning resources. Students in obtaining information tend to be interested in looking at writing, pictures, posters, diagrams, graphics, and so on (Kanadlı, 2016). The learning difficulties of students with a visual learning style in the vertebrate zoology course are presented in Figure 3.…”

Section: Auditorymentioning

confidence: 99%

Analysis of learning difficulties in vertebrate zoology during the COVID-19 pandemic based on student learning styles

2021

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Vertebrate zoology lectures during the COVID-19 pandemic brought about a transformation from face-to-face lecture systems to online self-learning. Students with various learning styles experience difficulties in studying vertebrate zoology courses. The purpose of this study was to analyze the learning difficulties of the COVID-19 pandemic zoology vertebrate course as a whole and based on student learning styles. This research was conducted at the University of PGRI Madiun and IKIP Budi Utomo in May 2020. The number of respondents was 140 students of the Biology Education Department. This type of research is qualitative research with a survey method. The instrument used was a questionnaire analysis of vertebrate zoological learning difficulties using the google form. Data were analyzed descriptively qualitatively. The results showed that the learning difficulties of students, in general, were related to the understanding of scientific names as much as 71% and the fulfillment of teaching materials as much as 51%. The learning difficulties of students with a visual learning style consisted of understanding scientific names (69%) and the fulfillment of teaching materials (57%). The learning difficulties of students with auditory learning styles consist of understanding scientific names (81%). The learning difficulties of students with the kinesthetic learning style consisted of understanding scientific names (67%). This study concludes that students' difficulties are dominated by understanding scientific names and the availability of teaching materials.

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“…En cuanto a las implicaciones educativas, hemos de atender a la conclusión general que se deriva, pues a la luz de los resultados sería lógico ocuparse del diagnóstico de los EA del alumnado a fin de diseñar intervenciones educativas más efectivas en cuanto al desarrollo de actitudes positivas hacia el aprendizaje de la ciencia. En este sentido, el trabajo de revisión de Kanadli (2016) concluyó que una intervención educativa, fundamentada en el diagnóstico de los EA del alumnado y preocupada por atender a las características propias de cada EA, podría incidir en las actitudes que el alumnado experimenta hacia el estudio de diferentes materias independientemente de su naturaleza (científica, matemática, artística…). Siguiendo a Vázquez-Bernal, Jiménez-Pérez y Mellado (2019), es preciso destacar cómo el conocimiento de los obstáculos que el alumnado encuentra en el proceso de aprendizaje descansa sobre unas teorías personales sobre cómo aprenden y la naturaleza de los obstáculos por parte del profesorado, lo que hace recomendable formarlo en los estilos de aprendizaje predominantes entre sus alumnos.…”

Section: Discusión Y Conclusionesunclassified

Modelizando la relación entre actitud hacia la ciencia y estilos de aprendizaje en Educación Secundaria

Aguilera¹,

Palacios²

2020

ensciencias

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RESUMEN • El objetivo es analizar la relación entre actitud hacia la ciencia y estilos de aprendizaje, a través de la implementación de un modelo de ecuación estructural. Así, a partir de un diseño ex post facto, se recogieron datos referentes a la actitud hacia la ciencia (variable latente) y diagnosticaron los estilos de aprendizaje (variables observables) en una muestra de 259 alumnos de Educación Secundaria. Los resultados apuntan a la preferencia del alumnado por el estilo reflexivo, además de identificar un descenso progresivo en la actitud hacia la ciencia. Asimismo, se probó el modelo estructural que relaciona los estilos de aprendizaje con la actitud hacia la ciencia, mostrando un ajuste satisfactorio (Χ 2 /g.l. = 1,654; RMSEA = 0,050; GFI = 0,980; y CFI = 0,990). En este sentido, parece que la preferencia por los estilos reflexivo y teórico está asociada positivamente con la actitud hacia la ciencia. PALABRAS CLAVE: Actitud hacia la ciencia; Estilos de aprendizaje; Enseñanza de las ciencias; Modelos de ecuaciones estructurales; Psicología educativa. ABSTRACT • The main objective of this study is to analyse the relationship between attitude toward science and learning styles, through the implementation of a structural equation model. Thus, from an ex post-facto design, data related to the attitude toward science (latent variable) were collected and learning styles were diagnosed (observable variables) in a sample of 259 students from secondary education. The results point to the preference of the students for the reflective style, in addition to identifying a progressive decrease in the attitude toward science. Likewise, the structural model that relates the learning styles to the attitude towards science was proved, showing a satisfactory adjustment (Χ 2 /d.f. = 1.654, RMSEA = 0.050, GFI = 0.980, and CFI = 0.990). In conclusion, it seems that the preference for reflective and theoretical styles is positively associated with attitude toward science.

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A Meta-Analysis on the Effect of Instructional Designs based on the Learning Styles Models on Academic Achievement, Attitude and Retention

Cited by 15 publications

References 24 publications

E-öğrenme Ortamlarında Öğrenme Stilleri ve Akademik Başarı Arasındaki İlişkinin İncelenmesi

E-öğrenme Ortamlarında Öğrenme Stilleri ve Akademik Başarı Arasındaki İlişkinin İncelenmesi

Analysis of learning difficulties in vertebrate zoology during the COVID-19 pandemic based on student learning styles

Modelizando la relación entre actitud hacia la ciencia y estilos de aprendizaje en Educación Secundaria

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