Introduction
Chapter 1
1.1 Background
Learning can be defined as a process by which behavior originates or is altered through
operational experiences (Regime 1994) . Learning is reflected in the way we respond to
environmental, social, emotional and physical stimuli, to understand new information.
Learning style is defined as the way that information is processed. It focuses on strengths,
not weakness. The idea that people learn differently is venerable and probably had its
origin with the ancient Greeks (Greenwald, Hedges, & laine, 1996). Educators have, for
many years, noticed that some students prefer certain methods of learning more than
preference and aid teachers in the planning of small group and individualized instruction,
(salving, and 1996). Grasha (1996) has defined learning style as “personal qualities that
influence a student’s ability to acquire information, to interact with peers and the teacher
and otherwise participate in learning experiences”.
Although research on learning style has found variation between cultural groups in styles
of learning ( Zhang & Sternberg, 2011) , great variation has also been found According to
Yahiya (2010) , in effort to have meaningful learning process , teachers are
compulsory to update their skills and knowledge and mastering their students
learning style so they can make better strategic planning. In education
process, school or higher learning institution put learning activities as their
core business. Its mean that the success of education is closely related to
successful learning itself. To ensure the efficiency of teaching and learning
process, teachers must be able to create conductive teaching and learning
environment. Most committed teachers will ensure the success of teaching
and learning in classroom.
1. Learning styles
Learning may be define as the process by which behavior originates or is altered through
operational experiences (regmi, 1994) . learning is reflected in the way we respond to
environmental, social, emotional and physical stimuli to understand new
information . learning style is defined as the way that information is
processed. It focuses on strength not weakness. The idea that people learn
differently is venerable and probably had its origin with ancient Greeks
( Greenwald, Hedges& Laine, 1996). Educators have, for many years, noticed
that some students prefer certain methods of learning more
than others. These dispositions, referred to as learning styles as personal
qualities that influence a students ability to acquire information, to interact
with peers and teacher and otherwise participate in learning experiences.
There are different research that has been done on learning styles has found
variation between cultural groups in styles of learning (zhang and Sternberg,
2001) great variation has also been found within the group (Nubby & oxford,
1998). These findings suggest that even in classrooms consisting exclusively of a
single culture group as is the case in many reservation schools, teachers must use
a variety of instructional strategies. Effective teaching requires teaching
individuals .Blackmore (1996) suggested that one of the first things educators can
do to aid the learning is to simply be aware that there are diverse learning styles
in the student population, the structure of learning process is similar for
Nepalese, Australian and Filipino students. Internal locus of control also seems to
be factor in the adoption of deep and achieving approaches to learning in each of
these cultures (Watkins & regmi, 1990 ) nepali students look upon memorizing
and understanding as interlinked in a way not usually found among western
students ( Dahlin & regmi , 1997). There are probably many ways to teach as
there are to learn. Perhaps the most important thing is to be aware that people
donot see all the world in the same way. They may have different preferences
than other for how , when , where and how often
2 learning style preference and sex difference
The study conducted by Demirbas & Demirkan (2007) focuses on design
education using experimental learning theory and explores the effect of
learning styles and sex differences on the performances scores of freshman
design students in three successive academic years. Finding s indicate that
the distribution of design students through learning style type preference was
more concentrated assimilating and converging groups.
Further study indicates that the first and third groups were found to be more
balancing while the second group being mostly a southerner , the learning
style preferences did not significantly differ by sex difference in all 3 group.
Although there is no consistency in all three groups, result indicate that the
performance scores of male were higher in technology based courses,
whereas scores female were higher in artistic and fundamental courses and in
the semester academic performance score (GPA). Also it was found that the
performance scores of converging and diverging students differed
significantly in favor of converging student only in design courses.
3. Kolb’s experimental learning theory
There are various learning style theories, here Kolb’s (1984) ELT that
define learning as a process whereby knowledge is created through the
transformation of experience. And in which knowledge results from the
combination of grasping and transforming experience was chosen to
under pin this study. Cassidy (20040 describes learning styles in the ELT of
Kolb as the individuals intellectual approach to the processing of
information. consequently , each learner has her/his preferred way of
perceiving , organizing and retaining that are distinctive and consistent.
Kolb (1984) as built ELT on asset of theories as Dewey’s pragmatism,
Lewis social psychology, piglet’s cognitive development , rogers client
centered therapy. Maslow’s humanism and pearls gestalt therapy . kayas
(2002) advocates that Kolb’s learning theory provides one of the few
comprehensive and fully generalized models among the other
experimental models that employ dialectic inquiry. Kolb and Kolb (2005)
explain the popularity of the ELT bibliography with the 1876 entries by
special emphasis on the two characteristics as having a holistic approach
and being inter disciplinary.
There are some criticisms to ELT either on the empirical limitations as
validation and reliability of 154 or its theoretical background. kayas (2002)
reviews these critics and points to the problem of ELT as its failure to
consider the relationship between social and personal learning.
4. Academic achievement
Achievement can be defined as an individual’s knowledge or skills in a
particular content area that he or she has received instruction thre(AERA
etal.,1999). There is also some achievement test where they are
comprised of items that require test takers to demonstrate some level of
knowledge or skill. So here coming to academic achievement it refers to
the current level of a student’s learning. So for the good academic
achievement good results the most important key factor is learning style.
How learning style and good learning style is essential for good academic
achievement. Academic achievement or academic performance is the
extent to which a student, teacher or institution has achieved their short
or long term educational goals.
Here individual’s differences also plays an important role in academic
achievement of students. There have been many attempts to address the
problem of low academic achievement and some factors have been
identified in explaining academic achievement.
1.2Statement of the problem
The studies analyzing how the different learning styles affect academic
achievement of the student? Do learning style preference sex difference?
Here this study also tries to aim do culture has also its role in learning
style.
1.3 Objective:
The objective of this study are:
1. To actually find out how learning styles affect academic achievement.
2. To find out does sex difference has its role in academic achievement.
3. To find out how we are influenced by culture and do they play roles in
academic achievement.
1.4 Hypothesis
1. There is no significant difference in learning styles.
2. There is no significant difference by learning styles by school type.
3. There is no significant differences in learning by sex differences.
1.5 Rationale of study
The need for studying learning styles was highlighted as the need for a
comfortable learning environment, which will result in effective and
efficient knowledge there is undoubtedly effective learning take place .
comfort level can be acquired by ensuring a student is in an environment
that offers no threats. Matching learning and teaching styles would
provide for an ideal situation in which effective and efficient learning may
take place ( Mckeachie, 2005). Here the problem in academic achievement
occurs because of mismatch between the teachers learning style and
students learning style which might have negative consequences both on
the part of the student and teacher. For this reason ,as Stebbins (1995)
asserts teacher should know the general learning style profiles of the
whole class , which will enable them to organize and employ instructional
material accordingly. Reld (1995) states that developing an understanding
on learning environment and styles will enable students to take control of
their learning and to maximize their potential for learning. In order for
learning to be effective in achieved desired outcomes, educators need to
have an awareness and understanding of individual learning styles (Robot
ham, 1999). Therefore it is to the educators advantages to teach and test
students in their preferred styles.
Chapter 2
LITERATURE REVIEW
2.1 To asses preferred learning styles among nursing students at selected
college, Haryana
The purpose of this study was to asses and identify preferred learning styles
among nursing students. The aim was to understand learning styles that could be
considered as a key component of managing classroom teaching strategies. A
standardized honey and Mumford learning style questionnaire was used to assess
preferred learning style. Raw data were collected through honey and mom ford
learning style questionnaire. Data were analyzed and interpreted through
descriptive and inferential statistics SPSS version 16.0 was used to analyze the
data. The most preferred learning style of nursing students was reflector (37%)
followed by theorist learning style (30%), pragmatist learning style (22%), while
only 11%re having activist preferred learning style
Additionally ,the use of learning preference assessment as a way of improving
students awareness of their own learning styles, leading to an improving students
awareness of their learning style, which finally leads to an improvement of
learning outcomes.
2.2 learning styles and academic performance of secondary school student in river
state
The purpose of this study was to investigate learning styles and academic
performance of secondary school students in river state with implications for
counselling. The correlational research design was adopted for the study. The
population of study was 2,554 respondents while the taro Yamane formula was
used to obtain sample size. Academic performances has for the past decades
been the center of interest in educational research. Exploring the issues of
performance has extended beyond simple issues of intelligence and prior
academic performance on how learners interact with the learning material.
Learning styles is defined as a regular way of function that reflects the underlying
causes of learning behavior (keefe, 1987). These are visual learning styles,
auditory learning styles and kinesthetic learning styles. Among the various
learning style models, Kolb’s experimental learning model (ELM) and learning
style inventory has been widely utilized and modified to address the various
educational contexts. One of the major findings of this study was there is
significant relationship between reading and academic performance of student.
2.3 Relationship of learning styles and academic performances of secondary
school students
The main concern or let’s say the objective of this study was to identify the
learning styles of secondary school students and to find out the relationship of
these learning styles with their academic achievement. The population of the
study comprised of all the tenth grade male and female students of public sector
schools of Rawalpindi and Islamabad, Pakistan. A total of 745 students were
randomly selected from 12 schools by applying simple random sampling
technique. So here the major findings of the study were that male students had
higher level of preference in visual and auditory learning styles as compared to
female students at the secondary level, no significant relationship was found
between learning styles and academic achievements of students.
Here female students have higher level of preference in visual and auditory
learning styles level, while mala students only follow kinesthetic learning style and
no relationship was found between students learning styles and academic
achievement.
According to Fayombo students can develop different strategies for effective
learning if they are aware of their strengths and weakness. Since the teachers and
students in Pakistan are less aware of these research finding and very few studies
has been carried out on learning styles.
2.4 learning styles and overall academic achievement in a specific educational
system
As we all know that individuals enjoy various learning styles. In many cases what
is being taught has ales impact on learner’s achievement than the way materials
are presented. According to keefe and Ferrell (1990), learning problems are
frequently not related to the difficulty of the subject matter but rather to the type
and level of the cognitive processes required to learn the material. So here the
learning styles survey (LSS) is employed in this study, the present study is an
investigation of the relationship between learning styles and overall academic
achievement. In order to investigate this relationship a total of 317 students
participated in this survey study. The statistical procedures employed in this study
were one way ANOVA, and multiple regression analysis. Here after the
instrumentation what we came to the conclusion was on the whole every student
has certain degree of preferences in each type of learning style, and the majority
of them have dominance in one or more styles of learning. Within the learning
style dimension, the findings revealed that the subjects strongly preferred the
physiology type which includes the visual, auditory and kinesthetic elements. As a
result we can infer that most students possessed multiple learning styles as such
they are able to learn effectively.
2.5 The effect of students learning styles to their academic success
There is common belief that learning styles are not really concerned with ‘what
learners learn, but rather how they prefer to learn and is also an important factor
for students’ academic achievement and attitudes. So here the study was to
aimed to evaluate the learning styles of education faculty students and to
determine the effect of their success relationship between their learning styles
and academic success. The population of this study is comprised of the students
of educational faculty in 19 may university and the sample includes 140.68 art, 72
pre school teacher , department students. Depending on the results obtained
from pre test, it was aimed to improve students knowledge and skill in studying.
The validity and reliability of the test were determined by considering the
Cronbach alpha coefficients for each and all of the applications of the subjects on
learning styles and academic success. The subtests covered the items as learning,
planned study, effective reading, listening, writing, class participation and
motivation. At last after the test the conclusion we came in was that the study has
found statistically significant differences between the results of the first and final
applications of the sub tests on learning styles and academic success. The
students who did not have study plans or could not follow their plans at the
beginning of the term were observed to have well planned study program at the
end of term. The data concerning the learning preferences of subjects were
collected through the compositions they wrote. The findings of the study show
that the learning types preferred according to the learning styles of the subject
were not not the appropriate strategies.
References
1. Robot ham D. The application of learning style theory in higher education
teaching, lecture presented at Wolver Hampton Business School UK 1999.
2. Kolb DA, Boyatzis RE, Mainemelis C . Experiential learning theory: Previous
research and new directions. Perspectives Thinking Learning Cognitive
Styles 2001 : 1 :227- 47
3. Almigbal TH. Relationship between the learning style preferences of
medical students and academic performance of fifth graders enrolled in the
medical course. Revista Brasileirade Oftalmologia 2013 ; 72 : 181- 4
4. Hartley, J (1998). Learning and studying: A research perspective. London:
Routledge.
5. Jonas Sen, D. H & Grabowska, B .L. (1993). Handbook of individual
differences, learning and instruction Mahwah, NJ : Erlbaum
Table of contents
Chapter 1
Introduction
1.1 Background
1. Learning styles
2. Learning styles preference and sex difference
3. Kolb’s experimental learning theory
4. Academic achievement
1.2 Statement of the problem
1.3 Objective
1.4 Hypothesis
1.5 Rationale of the study
Chapter 2
Literature review
2.2 learning style performance of secondary school in river state
2.3 Relationship of learning style & academic performances of
Secondary school students
2.4 learning styles & overall academic achievement in a specific
Educational system
2.5 The effect of students learning styles to their academic success
Chapter 3
Methodology
3.1 Research design
3.2 Universe of study
3.3 Sample design
3.4 Conceptual framework
3.5 Data collection Tools
3.6 Data collection methods
3.7 References
Chapter 3
Methodology
3.1 Research design
Both qualitative and quantitative measures are needed to understand the
problems hence sequential explanatory design, a variant of mixed design will be
adopted for this study and involve. The case study was chosen because it allowed
the researcher to get rich and detailed information about the experiences about
their learning moreover, the case study will enable the researcher to explore the
immeasurable aspects of human behavior and the subjective dimension to
experience which is necessary in this particular research.
3.3 universe of the study
The study will be carried outside the Kathmandu valley. The target
populations are the children of secondary level. Both teacher and
student will participate in the study.
Techniques of data analysis
Demographic survey data and questionnaires will be assigned with
scores based on the participants response. Responses are
automatically registered n a worksheet and the raw scores to the 25
items of SDQ will be imported to the statistical package for social
sciences (SPSS), version 21. The data in the SPSS will be then clustered
into subscales, using the SPSS software. The data in the SPSS
worksheet will be checked for anomalies and cleaned. No data will be
missed.