Assessing Learning Styles of Graduate Entry Nursing Students as a Classroom Research Activity: A quantitative research study

Gonzales, Lucia; Glaser, Dale; Howland, Lois C.; Clark, Mary Jo; Hutchins, Susie; Macauley, Karen; Close, Jacqueline C.T.; Leveque, Noelle Lipkin; Failla, Kim Reina; Brooks, Raelene; Ward, Jillian

doi:10.1016/j.nedt.2016.09.016

Cited by 23 publications

(20 citation statements)

References 33 publications

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“…The table further illustrates that the predominant learning styles among the 205 respondents were Active (62%); Sensing (68%); Visual (68%) and Sequential (70%). This finding corroborates with those of Gonzales, Glaser, Howland, Clark, Hutchins, Macauley, and Ward, (2017) who determined the learning style preferences among nursing students to be more active, sensing, visual and sequential. This result shows that people have preferences in terms of how information is received and processed by each individual in the learning environment.…”

Section: Learners' Learning Style Preferencessupporting

confidence: 89%

Exploring Students’ Academic Achievements in Electricity and Magnetism Through Learning Styles and Learning Style-Based Instructional Strategies in Mthatha High Schools

Danso¹,

Mushayikwa²

2017

International Conference on Education

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Recent studies of the teaching and learning process have shown that learners tend to receive and process information in different ways. This study was conducted to explore the impact of matching instructional strategies to the learners learning styles, considering their cultural background in the teaching of Electricity and Magnetism among Grade 11 physical science learners in schools around Mthatha. To achieve the intended objective and to answer the research question "what impact does the learners" learning style preferences have on learners" academic achievements", a total of 205 physical science learners were sampled for the study. A purposive convenience sampling technique was used to select four schools from the target population. A non-experimental quantitative exploratory design was adopted for the study. Physical Science Achievement Test and Index of Learning Style Questionnaire were the main instruments used for gathering the data. Data were analysed using descriptive statistics and inferential statistics including an independent sample ttest together with multiple regression analysis. The result indicates that, the four learning style categories combined did not contribute significantly to the academic achievement of the grade 11 learners in electricity and magnetism at the four high schools in Mthatha.

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Section: Learners' Learning Style Preferencessupporting

confidence: 89%

Exploring Students’ Academic Achievements in Electricity and Magnetism Through Learning Styles and Learning Style-Based Instructional Strategies in Mthatha High Schools

Danso¹,

Mushayikwa²

2017

International Conference on Education

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“…The ILS divides student characteristics largely based on four classifications: perception, input, processing, and understanding (Felder & Brent, 2005;Felder & Silverman, 1988;Felder & Soloman, 2000), and the learning styles of the student can be assessed through asking approximately forty binary choice questions (Felder & Soloman, n.d.). This is a highly respected model that has been applied to a diverse range of areas, some of which include adaptive e-learning systems (Hwang, Sung, Hung, & Huang, 2013), graduate nursing programs (Gonzales et al, 2017), and even web-based educational gaming (Khenissi et al, 2016).…”

Section: Faa Training Through Universal Design For Learning (Udl)mentioning

confidence: 99%

Adaptive Learning Pedagogy of Universal Design for Learning (UDL) for Multimodal Training

Kang¹,

Dragoo²,

Yeagle³

et al. 2018

JAAER

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The Federal Aviation Administration (FAA) has been searching for effective ways to train a large number of air traffic control specialists (ATCSs) to fill the growing number of vacant positions; however, it has been challenging to increase the trainees' passing rate. It might be possible that the traditional ways of teaching that often use a single information display type (e.g. text summarized in PowerPoint slides, providing information in a fixed format that prevents customization based on each trainee's needs, or being unable to provide multiple means to engage in activities or manage anxiety) can affect the performance of the trainees if diversified needs among the students exist. For example, some trainees who are identified as "average" might show similar performances regardless of whether the information is presented visually or verbally. Conversely, other trainees might perform exceptionally well when visual information is presented, yet perform poorly when auditory information is played. If a course was taught using mostly verbal instructions, then those other trainees would not perform well unless they are provided with appropriate scaffolding techniques that might give them time to adapt.To address the students' needs, the concept of Universal Design for Learning (UDL) was introduced to provide as many diversified teaching methods as possible based on three classifications (i.e. information display methods, action and expression methods, and engagement methods) (Hall, Meyer, & Rose, 2012;Hitchcock, Meyer, Rose, & Jackson, 2002;Rose, 2000;. The UDL approaches have been applied not only in K-12 classrooms (Edyburn, 2010;Hall et al., 2012;Rose, Meyer, & Hitchcock, 2005) creating such diversified materials takes significant time and effort, requiring a better approach to reduce efforts while still obtaining similar increases of performances.One of the approaches that might diminish the efforts of developing UDL-based materials is the identification of preferred learning styles of the trainee population. While many models of learning styles exist (Hawk & Shah, 2007), the Index of Learning Styles (ILS) is unique in its approach. The ILS divides student characteristics largely based on four classifications: perception, input, processing, and understanding (Felder & Brent, 2005;Felder & Silverman, 1988;Felder & Soloman, 2000), and the learning styles of the student can be assessed through asking approximately forty binary choice questions (Felder & Soloman, n.d.). This is a highly respected model that has been applied to a diverse range of areas, some of which include Learning StylesFelder and Silverman (1988) published one of the most widely cited pieces of work on the topic of learning styles. In it, they outlined four learning style dimensions and developed a web-based questionnaire called the Index of Learning Styles (ILS) designed to determine one's learning style preferences. The proposed model can be seen in Table 1. Originally, the publication also included a fifth dimension -inductive/deductive -bu...

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“…Characteristics of a person have high-level thinking skills that are: a) can generate important questions and problems and formulate it clearly and precisely; B) may collect and assess relevant information and use abstract ideas to interpret them effectively; C) be able to conclude and provide a good solution, and test it based on relevant criteria and standards; D) have open-mindedness of thought, acknowledgment and other values; E) can communicate effectively with others to solve complex problems [13] [14] [15].…”

Section: Introductionmentioning

confidence: 99%

“…Prospective teachers need to have high-level thinking skills as a reference for students to have high-level thinking skills [13] [15]. High-level thinking skills will be needed later in order to train students' high-level thinking skills [15].…”

Section: Introductionmentioning

confidence: 99%

“…High-level thinking skills will be needed later in order to train students' high-level thinking skills [15]. Minister of Education and Culture Regulation 58 the year 2014: 429 states that the learning process is directed to train students to think analytically (decision-making) instead of mechanistic thinking (routine) and able to collaborate and solve problems.…”

Section: Introductionmentioning

confidence: 99%

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Profile of Elementary School Pre-Service Teacher Based on High Order Thinking Skills (HOTS) on Natural Science Subject

Atmojo¹,

Sajidan²,

Sunarno³

et al. 2017

Proceedings of the International Conference on Teacher Training and Education 2017 (ICTTE 2017)

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Scientific inquiry and project-based learning can foster the ability to think, work, and be scientific and communicate it as an important aspect of Life Skills. Science learning emphasizes the provision of direct learning experience through the use and development of process skills and scientific attitudes, so as to empower the high thinking ability of Elementary School Pre-Service Teacher (ESPT). The aim of this study to determine the competence profile of high-order thinking skills (HOTS) ability of 120 pre-service teachers in science materials at Universitas Sebelas Maret. Sources of data in the form of scores of test results of high order thinking skills that have been validated and tested its reliability. High order thinking skills tests include creative thinking skills and analyzing processes. The technique of data retrieval is done by giving written test instrument in the form of stuffing to the student, then corrected level of truth of answer based on predetermined criteria. The ESPT improvement on creative thinking skills can be seen from the average of N-Gain. The data obtained were analyzed descriptively quantitatively. This study shows that the competence of preservice teachers in HOTS has a mean of 33.2% (40 ESPT). This indicates that the high thinking skills of prospective elementary teachers are medium category, but still needed improvement on certain materials.

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Assessing Learning Styles of Graduate Entry Nursing Students as a Classroom Research Activity: A quantitative research study

Cited by 23 publications

References 33 publications

Exploring Students’ Academic Achievements in Electricity and Magnetism Through Learning Styles and Learning Style-Based Instructional Strategies in Mthatha High Schools

Exploring Students’ Academic Achievements in Electricity and Magnetism Through Learning Styles and Learning Style-Based Instructional Strategies in Mthatha High Schools

Adaptive Learning Pedagogy of Universal Design for Learning (UDL) for Multimodal Training

Profile of Elementary School Pre-Service Teacher Based on High Order Thinking Skills (HOTS) on Natural Science Subject

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