EXPLORING EFFECTS OF LEARNING STYLES ON LEARNING OUTCOMES
Keywords:
Learning Styles, Learning Skills, Learning Outcomes, VARK Variables, Teaching Methodologies
Abstract
Learning Styles are the cognitive attributes of how one prefers to learn. The logic of lifelong learning suggests that students will become more motivated to learn by knowing more about their own strengths and weaknesses as learners. ‘Learning to learn’ skills may provide a foundation for lifelong learning. In Pakistan, most students are unaware of their learning styles and how they prefer to learn; moreover, little effort is put to incorporate learning styles in teaching methodologies. The study will highlight the importance of learning preference before designing courseware and tailoring instruction mediums. Moreover, knowledge of learning style and preferences will help improve employees’ and managers’ performance in the organizations. To conduct the research, survey questionnaires were floated to assess the most preferred learning style. In the same session students who were given VARK learning style inventory questionnaires, were apprised about their learning style and how to best use it for accelerated learning and mind mapping. Lastly, assessment of the impact of the knowledge of learning styles on learning outcomes was computed through the sample student’s GPA, as no significant interventions to improve learning outcomes were introduced during that period. Prior and post-examination results were evaluated using covariance analysis, ANOVA models with and without interactional effect. The result indicated that a few students have knowledge of learning styles, and only the interactive effect of VARK variables was significant with previous GPA.References
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style to instructional method: Effects on comprehension. Journal
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Routledge.
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Yousef, D. A. (2018). Learning style preferences of postgraduate students:
The case of the British University in Dubai, the United Arab
Emirates. Journal of International Education in Business, 11(2),
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accommodating learning styles: A content analysis of publications
from 2000 to 2011. Computers & Education, 58(2), 835-842.
Almigbal, T. H. (2015). Relationship between the learning style
preferences of medical students and academic achievement.
Saudi Medical Journal, 36(3), 349.
Blackmore, J. (1996). Pedagogy: Learning styles. Telecommunications for
Remote Work and Learning. Retrieved 10/09/2009 from
http://granite.cyg.net/~ jblackmore/diglib/styl-a. html.
Bostrom, R. P., Olfman, L., & Sein, M. K. (1990). The importance of
learning style in end-user training. Mis Quarterly, 101-119.
Cheng, G., & Chau, J. (2016). Exploring the relationships between learning
styles, online participation, learning achievement and course
satisfaction: An empirical study of a blended learning course.
British Journal of Educational Technology, 47(2), 257-278.
Coffield, F., Moseley, D., Hall, E., & Ecclestone, K. (2004a). Learning styles
and pedagogy in post-16 learning: A systematic and critical review.
London: The Learning and Skills Research Centre.
Coffield, F., Moseley, D., Hall, E., & Ecclestone, K. (2004b). Should we be
using learning styles? What research has to say to practice (p. 82).
London: Learning and Skills Research Centre.
Dearing, S. R. E., Coffield, F., Gemmell, N., Hillman, J., Robertson, D.,
Robson, B., ... & Vignoles, A. (1997). Reports 5-9. National
Committee of Inquiry into Higher Education.
Fischer, F., Troendle, P., & Mandl, H. (2003). Using the internet to improve
university education: problem-oriented web-based learning with
MUNICS. Interactive Learning Environments, 11(3), 193-214.
doi:10.1076/ilee.11.3.193.16546
Fleming, N. D., & Mills, C. (1992). Not another inventory, rather a catalyst
for reflection. To improve the academy, 11(1), 137-155.
Graf, S. (2007). Adaptivity in Learning Management Systems Focusing on Learning
Styles. (Doctoral dissertation), Austria: Vienna
University of Technology
Grasha, A. F. (1996). Learning styles: The journey from Greenwich
Observatory (1796) to the college classroom (1984). Improving
College and University Teaching, 32(1), 46-53.
Grasha, A. F. (2002). Teaching with style: A practical guide to enhancing
learning by understanding teaching and learning styles. San
Bernadino, CA, USA: Alliance Publisher.
Gregg, D. G. (2007). E-learning agents. The Learning Organization, 14(4),
300-312.
Gujarati, D. N., & Porter, D. C. (2004). Basic Econometrics (Fourth ed.).
Boston: McGraw- Hill.
Howard-Jones, P. (2009). Neuroscience and Education: Issues and
Opportunities. London: Economic and Social Research Council.
Ian, R. (2002). Distance learning; Evaluation; Quality assurance. Quarterly
Assurance in Education, 10(1), 40-50.
Keefe, J. W. (1979). Learning style: An overview. Student learning styles:
Diagnosing and prescribing programs, 1(1), 1-17.
Kirschner, P. A. (2017). Stop propagating the learning styles myth.
Computers & Education, 106, 166-171.
Koch, J., Salamonson, Y., Rolley, J. X., & Davidson, P. M. (2011). Learning
preference as a predictor of academic performance in first year
accelerated graduate entry nursing students: A prospective followup
study. Nurse Education Today, 31(6), 611-616.
Liew, S. C., Sidhu, J., & Barua, A. (2015). The relationship between learning
preferences (styles and approaches) and learning outcomes among
pre-clinical undergraduate medical students. BMC medical
education, 15(1), 44.
Lujan, H., & DiCarlo, S. (2006). First-year medical students prefer multiple
learning. Advances in Physiology Education, 30 (1), 13–16.
Mathew, N., & Dohery-Poirier, M. (2000). Using the World Wide Web to enhance
classroom instruction. First Monday, 5(3). Retrieved from
http://www.firstmonday.org/htbin/cgiwrap/bin/ojs/index.php/fm/ar
ticle/view/732/641
Merrill, M. D. (2002). Instructional strategies and learning styles: Which
takes precedence. Trends and issues in instructional technology,
99-106.
McLean, N., Sander, H., Albanese, P., Baker, B. F., Cohen, D., Dempsey,
L., ... & Madaus, R. (2003). Libraries and the enhancement of elearning.
OCLC c© 2003.
Othman, N., & Amiruddin, M. H. (2010). Different perspectives on learning
styles from the VARK model. Procedia-Social and Behavioral
Sciences, 7, 652-660.
Pritchard, A. (2013). Ways of learning: Learning theories and learning
styles in the classroom. London: Routledge.
Putintseva, T. (2006). The importance of learning styles in ESL/EFL. The
Internet TESL Journal, 12(3).
Rassool, G. H., & Rawaf, S. (2008). The influence of learning styles
preference of undergraduate nursing students on educational
outcomes in substance use education. Nurse Education in
Practice, 8(5), 306-314.
Rogowsky, B. A., Calhoun, B. M., & Tallal, P. (2015). Matching learning
style to instructional method: Effects on comprehension. Journal
of educational psychology, 107(1), 64.
UNESCO. (2002). Open and Distance learning, trends, policy and strategy
considerations. New York: UNESCO. Retrieved on January 18,
2008, from www.unesco.org
Wilson, J. D. (2018). Student learning in higher education. London:
Routledge.
Wratcher, M. A., Morrison, E. E., Riley, V. L., & Scheirton, L. S. (1997).
Curriculum and program planning: A study guide for the core
seminar. Programs for higher education: Nova Southeastern
University.
Yousef, D. A. (2018). Learning style preferences of postgraduate students:
The case of the British University in Dubai, the United Arab
Emirates. Journal of International Education in Business, 11(2),
291-311.
Published
2019-01-13
Section
Articles
