The Difference Between Bigfoot and Learning Styles: There May Be Better Evidence to Support the Existence of Bigfoot

Lopa, Joseph “Mick” La

doi:10.1080/15428052.2013.817861

Cited by 7 publications

(6 citation statements)

References 12 publications

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“…In addition, the information presented to pupils by teachers using traditional methods before or after the use of songs, were accepted effectively (Hardaker & Sabki, 2012). According to La Lopa (2013), in explaining the learning style theory, students learn in a unique way, usually in auditory, visual, and kinesthetic modes. To improve student performance, all educators need to do is to first identify the pupils' learning style and then match the way they teach for each style.…”

Section: Discussionmentioning

confidence: 99%

Mediation Exploring Multi-Sensory Elements Through the Use of Songs and its Effects to Pupils with Learning Disabilities

Husin¹,

Abdullah²

2019

IJARPED

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The purpose of this study is to explore multi-sensory elements through songs in learning and the impact on pupils with learning disabilities (PLD). This is a case study in which the data were collected through observation and triangulated with interviews and pupils' work. This study was conducted on six pupils, four teachers and six parents. The pupils, aged from 10 to 12, were chosen through purposive sampling from the Special Education Integrated Program (SEIP) in Perak. Data of the study were analyzed by using constant comparison techniques of multi-sensory elements, the use of songs and the effects on pupils using the Nvivo software. This comparison is to identify the themes of the use of songs in multi-sensory elements and the effects on pupils. The multi-sensory elements of Dunn and Dunn Learning Style Model was used as guidance in the observation and interviews because this model was the most suitable to be applied to pupils with learning disabilities. The results of the analysis showed that the use of songs can assist pupils with learning disabilities to memorize the content knowledge and participate in the discussion on the topics taught. The research had identified the triggers of learning for achieving learning outcomes for pupils with learning disabilities which could be used by teachers in the professional practice in the classroom.

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Section: Discussionmentioning

confidence: 99%

Mediation Exploring Multi-Sensory Elements Through the Use of Songs and its Effects to Pupils with Learning Disabilities

Husin¹,

Abdullah²

2019

IJARPED

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“…Dunn and Dunn [11] explain visual perceptions involving focus on paragraph reading and page readings. According to a study [28], in explaining the learning style theory, teachers must know that pupils learn in a unique way, usually in auditory, visual, and kinaesthetic modes. To improve pupils' performance, firstly all educators need to identify the pupils' learning styles and then match the way they teach for each style.…”

Section: Research Discussionmentioning

confidence: 99%

Exploring the Use of Digital Devices among Pupils with Learning Disabilities

Husin¹

2017

IJMA

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“…Manakala individu yang mempunyai persepsi visual lebih mudah menanggapi dan memahami maklumat dan kemahiran dengan bahan-bahan bantuan belajar seperti video, slaid, carta, televisyen, graf, gambar rajah dan ilustrasi [33] menjelaskan persepsi visual melibatkan tumpuan kepada aktiviti membaca secara paragraf dan muka surat. Menurut La Lopa [36], dalam menjelaskan teori gaya pembelajaran, menyatakan bahawa murid belajar dengan cara yang unik, biasanya dalam mod auditori, visual, dan kinestetik. Untuk meningkatkan prestasi murid, semua pendidik perlu lakukan adalah pertama mengenal pasti gaya pembelajaran murid dan kemudian sepadan cara mereka mengajar untuk setiap gaya.…”

Section: Gaya Pembelajaran Stimulus Fisiologiunclassified

Ciri Khas Gaya Pembelajaran Elemen Persekitaran dan Elemen Fisiologi Murid Lemah untuk Belajar dan Memproses Maklumat Baru

Hassan¹,

Husin²,

Ahmad³

et al. 2021

Journal of Humanities and Social Sciences

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Kajian ini bertujuan untuk mendedahkan tentang penerimaan murid dalam kemahiran dan maklumat pembelajaran yang dilakukan di sekolah rendah. Kajian ini juga bertujuan untuk memahami ciri khas gaya pembelajaran elemen persekitaran dan elemen fisiologi murid yang lemah berdasarkan kecenderungan mereka untuk belajar dan kemampuan memproses maklumat baru. Kajian ini adalah kajian kes yang menggunakan data kualitatif untuk menjawab persoalan yang dinyatakan. Penyelidik menggunakan Model Dunn & Dunn sebagai panduan dalam menganalisis data pemerhatian dalam gaya pembelajaran yang disokong oleh wawancara dan analisis hasil kerja murid. 16 peserta dipilih dengan sengaja untuk kajian ini. Dapatan menunjukkan bahawa rangsangan gaya pembelajaran elemen persekitaran dan elemen fisiologi mendorong atau merangsang pembelajaran murid yang lemah. Kesimpulannya, di samping strategi yang baik, gaya pembelajaran sebagai petunjuk pembelajaran dan pencapaian yang meningkatkan kualiti penerimaan maklumat murid. Oleh itu, penemuan ini merungkai hubungan antara gaya pembelajaran dan kesan pembelajaran murid yang perlu diberi perhatian oleh pendidik untuk memenuhi pengajaran dan cara pembelajaran murid. Special Characteristics of Learning Styles Environmental Elements and Physiological Elements of Weak Students to Learn and Process New Information Abstract: This study aims to reveal about the acceptance of students in the skills and information of learning done in primary schools. This study also aims to understand the special characteristics of learning styles of environmental elements and physiological elements of weak students based on their propensity to learn and ability to process new information. This study is a case study that uses qualitative data to answer the stated questions. Researchers used the Dunn and Dunn Model as a guide in analyzing observational data in a learning style supported by interviews and analysis of student work outcomes. 16 participants were deliberately selected for this study. Findings indicate that learning style stimuli of environmental elements and physiological elements induce or stimulate poor student learning. In conclusion, in addition to good strategies, learning style as an indicator of learning and achievement that improves the quality of student information reception. Therefore, these findings unravel the relationship between learning styles and student learning effects that need to be given attention by educators to meet the teaching and learning methods of students. Keywords: Environmental Elements, Learning Styles, Physiological Elements.

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The Difference Between Bigfoot and Learning Styles: There May Be Better Evidence to Support the Existence of Bigfoot

Cited by 7 publications

References 12 publications

Mediation Exploring Multi-Sensory Elements Through the Use of Songs and its Effects to Pupils with Learning Disabilities

Mediation Exploring Multi-Sensory Elements Through the Use of Songs and its Effects to Pupils with Learning Disabilities

Exploring the Use of Digital Devices among Pupils with Learning Disabilities

Ciri Khas Gaya Pembelajaran Elemen Persekitaran dan Elemen Fisiologi Murid Lemah untuk Belajar dan Memproses Maklumat Baru

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