Learning Style Preferences Among Male and Female ESL Students in Universiti-Sains Malaysia

Shuib, Munir; Azizan, Siti Norbaya

doi:10.9743/jeo.2015.2.3

Cited by 18 publications

(23 citation statements)

References 21 publications

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“…Our result has similar result with recent study by Yemane et al [17] and Gunes [18] which are also found that there was no significant difference in learning style preferences between the two gender. As comparison, learning styles differences also not found in other major such as in linguistic students [20,21,22]. The findings in this study strengthen some scholar argument that it may not be necessary for teachers to implement a gender-sensitive approach in designing science materials.…”

Section: Discussionsupporting

confidence: 71%

“…Another reason could also be because of the sample of population, course learning, environment condition or facilitator [25]. Learning condition such as didactic learning exposure makes gender has no influence on learning styles [22]. Student's long exposure to traditional approach in education where didactic method of teaching is dominating may suppress any gender differences in learning process [26].…”

Section: Discussionmentioning

confidence: 99%

“…A number of studies have shown a relationship between gender and learning style preferences of the students. Since the past few years, there has been a renewed interest in studies related to gender differences among students in higher schools in both in the world and Indonesia [15,16,17,18].However, this issue has been debated many times in the literatures is whether gender difference may affect an individual's preferences in learning [17,22]. Therefore, study about gender difference in learning styles also became our concern in this study.…”

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confidence: 99%

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Gender Differences in Learning Style Preferences among Eleventh Grade Science Major High School Students

2019

International Journal of Humanities, Social Sciences and Educat

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Learning style falls into the categories of dispositional qualities and characteristic versions where there are dissimilarities across individuals but there are groupings of individuals who have similar learning style characteristics. Coffield, Moseley, Hall, and Ecclestone have been identified at least 71 learning styles models have been found [1]. Among them, there are six well-known and widely available instruments commonly used by researchers such as learning styles by Kolb, Gregorc, Felder-Silverman, Fleming, and Dunn and Dunn as well as the Entwistle and Tait Revised Approaches to Studying model [2]. Flemming and Mills [3] described the dissimilarities in learning approaches for the four VARK Learning Styles. Students with a V preference learn best by seeing or observing (drawings, pictures, diagrams, demonstrations, etc.). Learners that prefer A are best suited to learn by listening to or recording lectures, discussing material, and talking through material with themselves or others. R-type learners learn through interactions with textual materials. K-style learners perform best by using physical experiences: touching, performing an activity, moving, lessons that emphasize doing, and manipulation of objects. Student learners are capable of using all of these sensory modes of learning; however, each individual has a unique preference, or set of preferences, in which one mode is often dominant [1]. Learners with a single learning style preference are referred to as unimodal, whereas others preferring a variety of styles are known as multimodal. Of the multimodal learners, there are sub classifications for bi-, tri-, and quadmodal learners, who prefer to use two, three, or four styles, respectively. Flemming VARK's instrument has been widely used in many research across field. Valerdy et al. [4] has listed several benefits why VARK questionnaire chosen, such as: (1) VARK has been documented by researchers outside of the group that originated it, providing valuable information and lessons learned from applying it to measure learning preferences in different disciplines; (2) VARK

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Section: Discussionsupporting

confidence: 71%

Section: Discussionmentioning

confidence: 99%

mentioning

confidence: 99%

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Gender Differences in Learning Style Preferences among Eleventh Grade Science Major High School Students

2019

International Journal of Humanities, Social Sciences and Educat

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“…So, it is a better choice for that the present authors selected this research type in exploring the said mismatches in student learning style and teacher teaching style preferences, with expecting to get big-scale data in describing or explaining the mismatches in numeric trends. Similarly, several past researches (Abante et al, 2014;Donkoh et al, 2015;Khanum, 2014;Shuib & Azizan, 2015) have employed quantitative-type research in their investigations of student learning style preferences. They agree that this method is easily administered and convenient for the invited sample to do self-reporting of which styles represent best to them.…”

Section: Independent Variablesmentioning

confidence: 99%

Mismatches in Teachers’ Teaching and Students’ Learning Styles in English Classes at a Secondary School Level: A Case Study of Laotian Secondary Schools

Sengsouliya

Soukhavong

Phonekeo

et al. 2021

IJREE

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“…Most students in Sabah have a reading problem in the English language, especially if English is their third or fourth language acquired. The reason might be because, "individuals preferentially process information in different ways" (Shuib & Azizan, 2015). In Sabah, student and teacher often depend on the textbook or just paper as a media or source of reading.…”

Section: Introductionmentioning

confidence: 99%

Blended Learning: To Read or Not To Read

Ang

Yunus

2018

IJIE

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<p>Malaysian school had moved on to the second shift of Malaysia Education Blueprint, which is to make sure that all students in the school are able to master the basic skills of Bahasa Malaysia and English language. The English language is not a foreign language to people in Sabah, but many Sabah's students are still struggling to learn to read English literature because most of the reading activity takes place together or happens when they are using textbook or storybook. Meanwhile, because Sabah consist of multiracial people, English language had become their third or fourth acquired language. So, it is going to be a very tough challenge for the student to learn the English language skills, especially in reading. This conceptual paper aims to discuss the advantages of blended learning in order to increase Sabah's students reading ability in English literature. The paper will debate the benefits of blended learning for reading activities and the impact of applying blended learning in reading activities, especially during the English language lesson to the students and teacher. From the discussions, hopefully, it would provide a significant insight towards applying blended learning not just to teach English literacy reading in the classroom, but also for other language skills and other subjects.</p>

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Learning Style Preferences Among Male and Female ESL Students in Universiti-Sains Malaysia

Cited by 18 publications

References 21 publications

Gender Differences in Learning Style Preferences among Eleventh Grade Science Major High School Students

Gender Differences in Learning Style Preferences among Eleventh Grade Science Major High School Students

Mismatches in Teachers’ Teaching and Students’ Learning Styles in English Classes at a Secondary School Level: A Case Study of Laotian Secondary Schools

Blended Learning: To Read or Not To Read

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