Assessment of students’ learning styles preferences in the faculty of science, Tishreen University, Syria

Ismail, Abdullatif; Hussain, Raja Maznah Raja; Jamaluddin, Shahrir

doi:10.1016/j.sbspro.2010.03.645

Cited by 17 publications

(9 citation statements)

References 2 publications

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“…Because of their psychological and biological differences, different students learn in many different ways. Some learners are likely to learn in groups; others prefer to learn alone and at home; some learners are likely to experience something and learn it, others may learn it randomly; some learners think carefully and logically in decision making, while others use their feelings for deciding; visually-oriented learners learn best through watching graphs, pictures, and charts; Auditory-oriented learners learn by listening to lectures and reading, etc (Ismail, Raja Hussain & Jamaluddin, 2010). These different ways in which an individual acquires, retains, and retrieves information are called the individual's learning style (Felder & Henriques, 1995).…”

Section: Introductionmentioning

confidence: 99%

On the Relationship between Iranian EFL Learners' Multiple Intelligences and Their Learning Styles

Panahandeh¹,

Khoshkhoonejad²,

Mansourzadeh³

et al. 2015

TPLS

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Abstract-The current work reports investigation of the relationship between Iranian EFL learners' multiple intelligence (MI) profiles and their learning styles (LSs). The study also attempts to find out the most and the least dominant learning styles among the participants. The study further examines whether there is any significant difference between genders in using the different types of learning styles. To this end, two questionnaires, a 90-item multiple intelligences questionnaire and a 24-item learning styles questionnaire adapted from Willing (1988), were distributed among 120 Iranian EFL learners (60 males and 60 females) during their class time at the universities of Sistan and Baluchestan, Iranshahr, and Yasuj. In order to find answer to the first research question, the Pearson Correlation analysis showed that there is a significant positive relationship between the different types of multiple intelligences and learning styles in particular and the multiple intelligences and learning styles as general factors. Descriptive statistics was also run and considered communicative type of learning styles as the most dominant type and Authority-oriented learning style as the least dominant learning style type. Finally, the results of an independent-samples t-test analysis revealed that there is only a significant difference between male and female students in using communicative type of learning styles. That is, female students use this type of learning style more than male ones. The data analyses further indicated that there is no significant difference between genders in employing learning styles as a general factor.

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Section: Introductionmentioning

confidence: 99%

On the Relationship between Iranian EFL Learners' Multiple Intelligences and Their Learning Styles

Panahandeh¹,

Khoshkhoonejad²,

Mansourzadeh³

et al. 2015

TPLS

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“…Ventura (2011) informó que el aprendizaje se facilita en la medida en que el profesor identique el estilo preferido de aprendizaje del estudiante en un marco psicopedagógico que respalde la calidad educativa. Por lo tanto, las estrategias deben diversicarse respondiendo a la forma de aprender del estudiante (Campos & González, 2015) para evitar sesgar el proceso educativo y la entrega de información de manera deliberada (Hoover & Connor, 2001;Ismail et al, 2010).…”

Section: Generación De Herramientas Para La Toma De Decisionesunclassified

Lineamientos para una metodología de identificación de estilos de aprendizaje aplicables al sector agropecuario colombiano

Espinosa

Parra

Ramírez-Gómez

et al. 2020

CTA

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En Colombia, una de las deficiencias en los procedimientos de transferencia de tecnología ha sido la falta de estrategias que permitan identificar la forma en que aprenden los productores, lo que se ha reflejado en la baja implementación de prácticas sugeridas en los procesos de capacitación. El objetivo de este estudio fue analizar la literatura existente sobre identificación de estilos de aprendizaje para generar una propuesta metodológica aplicable al sector agropecuario que contribuya a mejorar la efectividad de los procesos de transferencia. Se identificaron modelos estudiados a nivel global, los cuales se usaron como insumo para construir una metodología con cuatro dimensiones (motivacional, perceptiva, estratégica y social) que responden a las características del contexto rural y los procesos de capacitación de productores. Los resultados permiten resaltar la importancia de identificar estilos de aprendizaje antes de llevar a cabo un proceso de formación para aumentar la implementación de nuevas tecnologías por parte de productores agropecuarios.

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“…In fact, different people learn in different ways. Some learners are used to processing experiences and knowledge sequentially, others are used to doing it randomly; some learners are highly analytical in decision making, while others use their feelings for deciding; some learners are visual-oriented; others are verbal-oriented; some learners prefer to learn in groups; others prefer to learn alone and in home, etc (Ismail, Hussain, & Jamaluddin, 2010). Accordingly, students' learning style can play a role in their preference for assessment methods (Pantiwati, Y., & Husamah, 2017).…”

Section: Introductionmentioning

confidence: 99%

“…So, it can be inferred that learners with a total typical Intellectual Engagement tend to be more Pragmatists. Ismail, Hussain, and Jamaluddin (2010) issued that there are different kinds of learning styles and students tend to learn different things in different ways. As stated by Warn (2009), students' learning styles have effects on their assessment.…”

Section: Introductionmentioning

confidence: 99%

A Path Analysis of Typical Intellectual Engagement, Learning Style and Preference for Assessment

Reza¹,

Zeraatpishe²,

Faravani³

2019

INT J INSTRUCTION

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One of the most significant issues in the process of teaching and learning is to consider students' individual differences. The aim of this study was to investigate the interrelationships among Iranian EFL Learners' Typical Intellectual Engagement, Learning Style and Preference for Assessment Methods. The sample included 200 English learners majoring in TEFL (Teaching English as a Foreign Language) from 3 different universities in Mashhad, Iran. To this end, three questionnaires; Typical Intellectual Engagement questionnaire, learning style inventory, and preference for assessment methods questionnaire were administered. The interrelationships among all variables were examined using path analysis. The model was fitted after some modifications. Findings revealed that Typical Intellectual Engagement was a positive and significant predictor of all four sub-factors of EFL learners' learning styles except Activist. Also, all four subfactors of EFL learners' learning styles except pragmatist were significant predictors of preference for assessment methods. Finally, the fit model showed that Typical Intellectual Engagement was a positive significant predictor of preferred assessment methods (r=.24, .22, p<.05). This study has several implications for teachers, learners, and syllabus designers.

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Assessment of students’ learning styles preferences in the faculty of science, Tishreen University, Syria

Cited by 17 publications

References 2 publications

On the Relationship between Iranian EFL Learners' Multiple Intelligences and Their Learning Styles

On the Relationship between Iranian EFL Learners' Multiple Intelligences and Their Learning Styles

Lineamientos para una metodología de identificación de estilos de aprendizaje aplicables al sector agropecuario colombiano

A Path Analysis of Typical Intellectual Engagement, Learning Style and Preference for Assessment

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