Assessing Learning Styles of Students at Zayed University

<span>Individuals learn in different ways using several learning styles, but lecturers may not always share material and learning experiences that match students’ learning preferences. Mismatches between learning and teaching styles can lead to disappointment with students are taking, and lead to underperformance among them. The aim of this study is to identify the learning styles of the students enrolled in Universiti Malaysia Pahang who were registered in Programming Technique course and to investigate the relationship between students’ learning styles and teachers’ teaching styles. Five lecturers and 251 students were involved in the study as participants and. Data from students were collected using Leonard, Enid’s VAK Learning Style Survey. Meanwhile, the teaching styles of the lecturers were identified using Grasha and Reichmann’s Teaching Style Survey. The findings revealed that majority of the student’s preferred visual learning style. The result also shows that the lecturers’ teaching styles give an impact towards the <br /> students’ academic performance. From this study, we can conclude that teaching styles have significant impacts on students’ learning styles and academic performances.</span>

It is crucial to study learning and teaching styles because some studies have shown that a match between teaching and learning styles helps to enhance the learning process. So, teachers should identify their own teaching styles as well as their learning styles to obtain better academic achievement in the classroom. This study focuses on the students’ learning styles, teachers’ teaching styles, and whether there is a match or mismatch between student and teacher teaching style preferences in King Abdullah Second School for Excellence in Jordan. The results show that most tenth grade students at King Abdullah Second School for Excellence in Jordan prefer to learn by using visual and individual styles. Also, the English teacher, Mr. Ashraf’s major teaching style preferences are visual and individual. Thus, there is a match between the teacher’s preferred teaching style and the students’ preferred learning style at King Abdullah Second School for Excellence, Irbid, Jordan.

In a student-centered teaching and learning environment, students' needs, potentials, and learning styles are considered crucial. Therefore, teachers need to understand what learning styles students prefer to teach effectively. In the current study, a quantitative research approach has been adopted in this study within it descriptive research designed was used. To determine the preferred learning styles of B.Ed. students, VARK (Visual, Aural, Read/Write, and Kinesthetic) learning style model has been used. Since the data was collected using the VARK questionnaire, simple random sampling techniques were used. The reliability of the instrument was calculated through Cronbach α= 0.75. The sample of the study consists of 140 Bachelor of Education (B.Ed.) students of a Public Sector University located in Northern Sindh, Pakistan. The data were analyzed through descriptive statistics (percentages mean and standard deviation) to determine the most preferred style of learning of students. The results of the study revealed that 27.93% of the B.Ed. students have preferred aural learning style, 25.13% kinaesthetic learning style, 22.65% visual style of learning and 21.09% preferred read/write learning style respectively. To conclude that the majority of the B.Ed. students preferred aural learning style and the least preferred style of learning was read/write. Hence, B.Ed. students were driven towards an aural learning style. This study suggests that students learning styles are influenced by the teacher’s teaching style. Therefore, the teacher can determine his/her teaching style by using the score of the VARK questionnaire. The study recommends that another study can be conducted by the teachers to learn about the larger number of students’ preferred learning styles. The teacher can also address a mixture of learning styles. In the classroom, there are always diverse learners. In that case, the teacher can use integrated teaching style which can address all learners preferred teaching style.

Research Problem. This article examines the practice and shows the theory and outcome of the study of whether there is a significant relationship of students' academic performance depending on their learning and teaching style, whether there is a significant difference in students' grades depending on their teachers' teaching styles, and whether there is a significant difference between students' academic performance. The purpose of the study focuses on gaining new knowledge about the relationship between the learning and teaching style of a university instructor and student's academic performance. The methodology, methods, and techniques of the study. This study used the Grasch-Richman Learning Styles Questionnaire, which includes tools to assess both learning styles and teaching styles. Our study was designed as a survey study (suitable for determining the existing situation without intervention) and used a quantitative research methodology. The study also used a teaching style inventory method. Results. The results of the study showed that student achievement scores did not change significantly based on their teaching styles; a significant difference was found between student achievement and the correspondence between faculty teaching style and student teaching style. Scientific novelty/practical significance. The new knowledge gained allows us to consider the implications of how emerging learning opportunities relate to student preparation in higher education and teacher level support. Conclusions and Recommendations. The results of our study confirm that learning, teaching styles, and student achievement are interrelated, but in examining these three variables, other variables such as the specific difficulties encountered in teaching a particular subject, the age group of students, and the context of the school must also be considered. There is no "bad" style of qualified teaching. It should not, however, interfere with a teacher's professional development. New knowledge about teaching/learning styles can be useful for beginning university teachers as well as for their students.

This study explored the relationship between the dominant teaching styles of Grade 10 Science teachers and the preferred learning styles of students to develop a PISA-based enriched lesson plan. Employing descriptive and correlational research methods, the study identified common teaching styles—Expert, Formal Authority, Personal Model, Facilitator, and Delegator—and prevalent learning styles—Independent, Dependent, Avoidant, Participant, Competitive, and Collaborative. Findings revealed that the Facilitator teaching style was most frequently used, while students predominantly exhibited a Dependent learning style. Pearson correlation analysis confirmed significant associations between teaching and learning styles, highlighting the need for instructional alignment. Based on these results, a PISA-based lesson plan was developed using the 7Es instructional framework, integrating interactive and real-world applications through the LUMI platform. This lesson plan was designed to support both Facilitator and Dependent learning approaches, ensuring adaptability to diverse educational needs. Expert evaluation affirmed its quality and relevance. The study underscores the importance of aligning teaching methods with student learning preferences to enhance engagement and academic performance. It also emphasizes the potential of PISA-based strategies in improving instructional practices, offering insights for educators, administrators, and curriculum developers in advancing science education.

As the Covid 19 Pandemic greatly impacted teaching and learning, academic institutions switched from in-person to online classes. This shift prompted an examination of students’ learning styles to accommodate their learning in virtual environment. The VARK (Visual-Aural-Read/Write-Kinesthetic) instrument was used to assess effectiveness of teaching and students’ learning in U.S. Coast Guard Academy (CGA) undergraduate engineering course. The VARK instrument was used to facilitate effective virtual classroom activities to engineering students during the COVID-19 pandemic. This paper argues that students have different learning strengths and styles. Some students may learn best by watching and listening, others by thinking, and others by doing or by doing, touching, and feeling. Our results indicate that engineering students demonstrate a strong preference for at least two learning styles and the learning styles differ between male and female students. Females are not kinesthetic learners, but their preferable mode of learning is verbal or reading. Male students preferred aural style and African Americans kinesthetic learning style. This research was conducted to improve our teaching and provide students with safe learning environment during challenging time of the COVID-19 pandemic. The paper finds that learning styles are important across all majors during virtual learning and teaching. The VARK instrument can be used to indicate cadets’ learning styles to facilitate effective learning and teaching in virtual environment during the COVID-19 pandemic.

ABSTRACTPurpose. This study aimed to explore whether a match between learning style and teaching style in English as a foreign language (EFL) class affects two student variables: proficiency and motivation to learn English. Design/methodology/approach. Participants consisted of nine EFL teachers and 331 Japanese undergraduate students who were required to take EFL courses. To examine learning style and teaching style, we applied the Kolb Learning Style Inventory and the Kolb Educator Role Profile, respectively. Findings. We created groups for student-teacher match and student-teacher mismatch (i.e., student’s learning style vs. teacher’s teaching style). The match group including four matched learning style–teaching style pairs was significantly related to proficiency and motivation, while the mismatch group including all other pairs was also significantly related to them. When further analysing the four constituent pairs within the match group, results varied in effect, depending on not only the pair of learning and teaching style but also the variables. Originality/value. This study was the first to examine how specific matched learning style–teaching style pairs affect proficiency and motivation. The results add to the literature on the mixed effects of matched versus mismatched styles, highlighting the complexity of the relationship and the possible reasons for some of the effects.

Higher education models appear to be not entirely designed to support students in facing severe challenges, such as failure in exams and dropping out of school. To solve these challenges, several models of learning styles have been proposed, under the premise that these studies contribute to improving the student's learning experience. This research aims at quantifying the impact of learning styles (learning preferences/dimensions) on students' academic performance from a higher education institution. Ninety-six undergraduate students were surveyed during the 2018-2019 school year and randomly divided into two groups: control (CG) and experimental (EG). The learning preferences of the students were identified using the Unified Learning Style Model (ULSM) instrument. Subsequently, the level of students’ knowledge concerning the course was determined employing a pre-test exam. As a following step, the students of the EG consulted the learning objects designed considering different learning styles. The CG attend their lessons in a face-to-face environment; both groups answered a post-test exam to assess their learning. The learning styles' effect -learning objects were designed to cover several learning styles- on academic performance is quantified employing an ANOVA analysis. The results differ from those postulated in previous researches based on the ULSM since there is no statistical evidence that learning styles influence students' academic performance. Therefore, it is necessary to explore other cognitive and affective factors that make the student's learning experience efficient and effective.

This study was undertaken to determine any significant difference in learning styles and academic performance. Specifically, it answered the following questions 1) What is the learning style of the respondents? 2) What is the level of academic performance of Grade 11 HUMSS students? 3) Is there a relationship between learning styles and academic performance of the respondents? 4) Is there a significant difference between learning styles and academic performance when respondents are grouped according to profile? 5) On the basis of findings, what instructional development plan can be designed? The researcher was able to utilized quantitative descriptive design to answer the research question of the study. Moreover, this study also utilized another type of research design, the correlational study. It is used to find out the association between two or more variables. The study revealed that the respondents of the study have moderately applied visual, auditory, and kinesthetic learning. However, the highest and lowest grade among respondents is 98 and 82.00, respectively which has a verbal description of Outstanding and Average, respectively. The mean of the academic performance of the respondents is 91.00 with a standard deviation of 2.900 and verbal description of Very Good. The results of Pearson r correlation coefficient between the learning style and the academic performance revealed that the learning styles of the respondents in terms of visual learning with r=- 0.341 has moderate positive correlation with the academic performance of the students at p-value of 0.031** with an assumed alpha level of significance of 0.05. The findings revealed that the significant difference does exist in the learning style in terms of kinesthetic learning (t=-2.102) with p values lesser than alpha = 0.05 level of significance when the data is analyzed according to the respondents gender. Moreover, the result of t-test uncorrelated in the learning style when the data is analyzed according to the ethnicity of the respondents. As disclosed in the findings, the significant difference does exist in the learning style in terms of visual learning (t=2.814) with p values lesser than alpha= 0.05 level of significance when the data is analyzed according to the respondents ethnicity. The significant difference does not exist in the learning style in terms of visual learning (t=0.897), auditory (t=1.248), and kinesthetic (t=0.665), with p values greater than alpha=0.05 level of significance. The data imply that the socio-economic status has no significant bearing on the learning style of the respondents. An instructional development plan was proposed.

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

Every learner has their own learning styles, and there are three types of learner; such as visual learner, auditory learner, and kinesthetic learner. This paper will talk about the three types of learners based on their learning styles, the classification of English Language Education Study Program students based on the three types of learners, and what should the teachers do to help them to achieve the greater knowledge while learning new things. The research using the VAK Learning Styles Self-Assessment Questionnaire obtained from Swinburne University of Technology. The result shows that from the total of 153 students, there are 47% visual type learners, 36% auditory type learners and 17% kinesthetic type learners.

Background A quality improvement collaborative uses multiple approaches, including coaching, to teach the necessary skills to the change leader in an effort to teach them quality improvement skills and to enhance their knowledge acquisition in order to implement effective organizational changes. However, little is known about the individual teaching and learning styles of the coach or change leader and how a particular style or a match between teaching and learning style influence quality improvement outcomes. This study builds on the NIATx200 results. It seeks to answer two research questions: 1) What are the learning and teaching style typology in a quality improvement collaborative? (2) How do levels of convergence and divergence between staff learning style and coach teaching style influence the outcomes in a quality improvement collaborative?

This research focuses on the design of developing advertising materials tailored to various learning styles among grade nine students at SMP N 2 Perbaungan, Serdang Bedagai Regency. Recognising the diversity in learning preferences of visual, auditory, and kinesthetic students, this research aims to create Advertising materials using Canva's PowerPoint (PPT) to effectively address and engage various learning styles are more effectively. This research follows a research and development (R&D) methodology, using the ADDIE model (Analysis, Design, Development, Implementation, Evaluation) to design the materials. Through analysis, students' predominantly visual, auditory, and kinesthetic learning styles can be identified to guide the material development process. The resulting materials are intended to be visually appealing, interactive, and flexible, which improves comprehension and retention. Data collected through student feedback, teacher evaluations, and pre- and post-assessment scores indicate that the customised materials have a positive impact on students' engagement and understanding of advertising concepts to enhance the learning experience and accommodate individual needs in a classroom setting.The results of the validator test of the overall media design meet the eligibility criteria (88.9%) so that the teaching materials can be used as teaching materials for students in the learning process. The results of the assessment of English teaching materials by experts regarding the substance of the material as a whole from the aspects assessed get the eligibility criteria (87.5%) so that the teaching materials can be used in the learning process. and the trial results show the average student score of 81. 18% so that the criteria for effective teaching materials for different learning styles of students by using advertisements on writing skills in class IX SMPN 2 Perbaungan. research and development, implementation and evaluation) The instruments used are questionnaires to students, interviews to teachers, and the results of the last trial given to students.

BackgroundStudents may have different learning styles. It is unclear, however, whether tailoring instructional methods for a student’s preferred learning style improves educational outcomes when teaching procedures. The authors sought to examine whether teaching to a student’s self-perceived learning style improved the acquisition of intravenous (IV) catheter placement skills. The authors hypothesized that matching a medical student’s preferred learning style with the instructor’s teaching style would increase the success of placing an IV catheter.MethodsUsing the VARK model (i.e., visual [V], auditory [A], read/write [R] and kinesthetic [K]), third-year medical students reported their self-perceived learning style and were subsequently randomized to instructors who were trained to teach according to a specific learning format (i.e., visual, auditory). Success was gauged by: 1) the placement of an IV on the first attempt and 2) the number of attempts made until an IV line was successfully placed.ResultsThe average number of attempts in the matched learning style group was 1.53, compared to 1.64 in the unmatched learning style group; however, results were not statistically significant. Both matched and unmatched groups achieved a similar success rate (57 and 58 %, respectively). Additionally, a comparison of success between the unmatched and matched students within each learning style modality yielded no statistical significance.ConclusionsResults suggest that providing procedural instruction that is congruent with a student’s self-perceived learning style does not appear to improve outcomes when instructing students on IV catheter placement.

This research aims at identifying both teaching and learning styles of Beninese EFL teachers and learners so as to examine the impacts of these styles on students’ academic performance. Quantitative and descriptive research approaches have been used to collect data in 10 state-owned and private secondary schools through (2) types of questionnaire addressed to 20 EFL teachers and 200 students. In addition, a structured focus -group was organised with 12 EFL teachers to better understand their teaching style preferences as well as their impacts on their students’academic achievements The analysis of the data collected reveals that EFL students are different from each other in various ways; there is no standard teaching style and that a variety of technical and methodological resources is needed in the classroom so as to meet all learners’ needs; a match in teaching and learning styles enhances students’ motivation and achievement whereas a mismatch results in students’ failure. In order to prevent any hindrance to EFL teaching and learning process, this study suggests that EFL teachers be aware of their students’ learning styles and try to harmonize them to their teaching practices. It also recommends that government recruit enough professionally qualified EFL teachers and organize seminars and periodical trainings for them.