Correlation among students learning styles, learning motivation and the eleventh grade students’ speaking ability

This study investigated the correlation among personality types, learning styles and writing ability to the eleventh grade students at Senior High School Number 1 Sekayu. The aims of this study were to measure the correlation between personality types and writing ability, the correlation between learning styles and writing ability, the correlation between personality types and learning styles, and the correlation among personality types, learning styles, and writing ability. In this study, the writer used purposive technique sampling. The data were collected by using questionnaire and test. The data were analyzed by using r-product moment and multiple regressions. The findings of this study are: 1. There was not any significant correlation between personality types and writing ability of the eleventh grade students at Senior High at Senior High School 1 Sekayu. 2. There was not any significant correlation between learning styles and writing ability of the eleventh grade students at Senior High School 1 Sekayu. 3. There was significant correlation between learning styles and writing ability of the eleventh grade students at at Senior High School 1 Sekayu. 4. There were not any significant correlations among personality types, learning styles, and writing ability of the eleventh grade students at Senior High School Number 1 Sekayu. It could be concluded that personality types and learning styles were not correlated significantly with students’ writing ability.

Based on the preliminary research, it was found that the eleventh grade students at senior high school 1 Kateman Indra Giri Hilir get difficulties in listening. It can be seen some of students were not able to express their ideas of speaker. The aimed of the research was to find out the correlation students’ learning motivation and their listening comprehension of the second grade at the senior high school 1 Kateman Indra Giri Hilir. The design of this research was correlational research design. The population was the second grade students at Senior High School 1 Kateman Indra Giri Hilir. Because of large, the researchers took the sample was selected by using simple random sampling technique. In getting the data, the researchers gave questionnaire and test, and analyzing the data by using person product moment calculated by SPSS 16.0 program. After analyzing the data, the result of sig.t.0.000 is smaller than 0.05 (sig≤0.05). It could be stated that H a (alternative hypothesis) was accepted. In other words, there was a significant correlation between students’ learning motivation and their listening comprehension of the Senior High School 1 Kateman Indra Giri Hilir.

This research aims to analyze the relationship between learning styles learning motivation and student learning outcomes at MAN 2 Kota Malang. This research uses a quantitative research design with a correlational approach. The research sample was taken simply randomly as many as 100 people. The instruments used include learning style questionnaires, learning motivation questionnaires, and learning outcomes tests. Data analysis was carried out using multiple linear regression tests. The results of the research show that (1) there is a significant relationship between learning style and learning motivation and student learning outcomes, (2) learning style and learning motivation simultaneously influence student learning outcomes, and (3) visual learning style and motivation Intrinsic is the most dominant factor influencing student learning outcomes. The implication of this research is the importance of a learning approach that pays attention to individual learning styles and learning motivation so that it can grow student learning outcomes at MAN 2 Kota Malang

Learning styles have been recognized as an important human factor that might affects students' learning performance. In this paper, we aim to investigate whether learning styles affect students' motivations in learning with educational computer games. Two versions of an educational game have been developed based on the sequential/global dimension of the learning style proposed by Felder and Silverman. The experimental results show that the learning motivation of the students who learn with the learning style-fit version is significantly higher than that of those learn with non-fir version, implying that proper design of educational computer game based on learning styles is helpful to students in promoting their motivation and learning achievement.

This research explores the impact of social media on learning motivation among eleventh-grade students at SMA PUSRI Palembang. The data was taken by involving 84 students as samples. The data was using a Social Media Questionnaire and Students’ Learning Motivation. By comparing the characteristics of social media questionnaire responses and students' learning motivation, the study aimed to determine the relationship between social media usage and learning motivation. Correlation analysis revealed a robust positive association between students' learning motivation and their use of social media for English learning. The correlation coefficient (r-value) of 0.925 exceeded the critical threshold (r_table) of 0.212, signifying statistical significance. It indicates a substantial link between social media as an English learning tool (X) and students' learning motivation (Y). Furthermore, the regression analysis demonstrated the significant impact of social media on students' motivation to learn. The significance level (alpha) was less than 0.05, and the t-value of 22.016 exceeded the required t-table value of 1.663. In summary, social media has significantly enhanced students' motivation to learn English at SMA PUSRI Palembang.

This study was to investigate the influence of using group work and reading attitude towards the eleventh grade students’ reading comprehension achievement on narrative text. The population of this study was the eleventh grade students at Senior High School Puspita Air Kumbang. The sample was 60 students taken by using cluster random sampling. In carrying out of the research, the writer used an experimental method; factorial design. The writer distributed pretest, posttest, and attitude questionnaire in collecting the data. Then, in analyzing the data the writer used t-test and two-way ANOVA. The result of this study analysis indicated that; first, there was significant influence of group work technique towards the eleventh grade students’ reading comprehension achievement between those who had positive attitude and those who had negative attitude. Second, there was significant influence of conventional teaching technique towards the eleventh grade students’ reading comprehension achievement between those who have positive attitude and those who have negative attitude. Third, there was significant influence of group work technique and conventional teaching technique towards the eleventh grade students’ reading comprehension achievement between those who have positive attitude and those who have negative attitude. Forth, there is significant interaction effect of group work technique and reading attitude towards the eleventh grade students’ reading comprehension achievement between those who have positive attitude and those who have negative attitude.

The purpose of this study was to identify and analyze the influence of learning style, motivation, and confidence on the academic achievement of students at Santo Antonio Alas Catholic High School. This type of research is quantitative research. The population of this study is 90 students at Santo Antonio Alas Catholic High School. The sample of this study is also 90 people. Data collection techniques include observation, questionnaires, and documentation. The data analysis technique included multiple linear regression assumption tests, namely normality, multicollinearity, and heteroscedasticity. In addition, a final statistical test was carried out, namely a hypothesis test with a t-test and an F test. (0.000) < (0.05) and T value (4.928) > table T value (2.000), showing a significant influence of learning style (X1) on student learning achievement (Y). Learning motivation (X2) with a sig value. (0.528) > (0.05) and Tcount (-0.633) < Ttable (2.000) showed that learning motivation (X2) had no significant influence on student learning achievement (Y). Auto-efficacy (X3) with a sig value. (0.000) < (0.05) and Tcount (4.057) > Ttable (2.000) indicate that auto-efficacy (X3) has a significant influence on student learning achievement (Y). The results of the F test with a sig. (0.000) < (0.05) and Fcount (43.591) > Ftable (2.711), indicating that learning style (X1), motivation (X2), and auto-efficacy (X3) simultaneously have a significant influence on student learning achievement (Y).

This study was generally conducted to determined the learning styles, motivation and academic achievement in Araling Panlipunan of the Grade IV pupils in the Pangantucan North District, Division of Bukidnon for the school year 2022-2023. Specifically, this study aimed to: determine the learning styles preference of student in terms of: a. visual, b. auditory and c. kinaesthetic; determine the level of motivation of the pupils in terms of: a. Interest; b. Perceived Competence; c. Effort; and d. Pressure; to assess the academic achievement of Grade VI pupils and to analyze the significant relationship among the academic achievement, motivation and learning style of the pupils. The data were gathered from 137 Grade IV pupils of Pangantucan North District with different learning style preference, level of motivation and academic achievement. This research study was a descriptive-correlational type of research. Primarily, it involved gathering of data to test the hypotheses. A survey questionnaire was used as the primary instrument in recording the response of the respondents’ learning style and motivation. The records of the academic achievement of the pupils were taken from the teacher of the grade four pupils of Pangantucan North District, Pangantucan, Bukidnon. Descriptive statistics was used to describe the Academic Achievement of the Grade IV learners. Mean and standard deviation was used to determine the preferred learning style and motivation of the Grade IV Learners while Pearson r was used to determine the relationship between the learning style, motivation and the academic achievement of the Grade IV pupils. Findings revealed that the learning style of the majority of Grade IV Learners is Visual learners while others were auditory learners and then kinesthetic learners. Effort is their highest motivation followed by interest, perceived competence and pressure. Their academic achievement in Araling Panlipunan is satisfactory and that there is no significant relationship between pupils’ academic achievement, learning styles and motivation. Therefore, the null hypotheses were accepted.

This study aims to analyze the influence of learning styles and learning independence on student learning outcomes in the Air Conditioner System course. In addition to the direct influence, this study also examines the role of learning motivation as a mediating variable in the relationship between learning styles and learning independence on student learning outcomes in the Automotive Engineering Education Study Program. This study uses a quantitative approach with a data collection method through a questionnaire conducted from January to September. Instrument testing and validity were carried out on independent variables (learning styles and learning independence), dependent variables (learning outcomes), and intervening variables (learning motivation). Data analysis was carried out using the Structural Equation Modeling–Partial Least Squares (SEM-PLS) approach with the help of SmartPLS 3 software. The analysis stages include: 1) evaluation of the outer model to test the validity and reliability of the constructs; 2) evaluation of the inner model to assess the relationship between latent constructs; and 3) significance testing through bootstrapping techniques to obtain t-statistics and p-values ​​as the basis for hypothesis testing. The results showed that learning styles had a significant but negative effect on learning outcomes (p = 0.005), while learning independence had a significant and positive effect (p = 0.006). Meanwhile, learning motivation did not play a significant role as a mediating variable in the relationship between learning styles and learning independence on learning outcomes (p = 0.443 and p = 0.491). The results of the study demonstrate that learning styles and learning independence have a direct effect on learning outcomes, but learning motivation cannot mediate the relationship between learning styles and learning independence on learning outcomes.

This study aims to explore the transformation of students' learning styles and its influencing factors within the "Chorus and Conducting" course at higher vocational colleges, with a specific focus on the role of cultural self-confidence. Conducting an empirical investigation using questionnaires and semi-structured interviews with 60 music major students, and applying descriptive statistics and regression analysis through SPSS software, the study reveals that cultural self-confidence significantly positively influences the transformation of students' learning motivation and styles. It particularly enhances student participation and the development of practical skills. The findings suggest that integrating cultural confidence into course design can strengthen students' identification with their national culture and improve learning outcomes, offering effective practical guidance for music education in vocational higher education.

The effects of UZWEBMAT on the probability unit achievement of Turkish eleventh grade students and the reasons for such effects

The application of Quick Response (QR) code as teaching media has become growing favored. Previous studies demonstrated that it can improve the student’s motivation in learning. Hence, this research aims to find and demonstrate the correlation between using Quick Response (QR) Code as assisted language media and student's motivation in English online learning. The type of this research is quantitative research with a descriptive correlational design. The research population is the 5th semester students of English Language Education Department UIN Sunan Ampel Surabaya. The sample used is 30 students with techniques Random Sampling. The data have been collected by using questionnaire consisting of 12 questions on using Quick Response (QR) Code as assisted language learning and 12 questions on students' motivation in English online learning. After gaining the data, the data were analyzed by using Pearson Product Moment on SPSS software version 25. Correlation coefficient obtained in this study was 0.807 with a significance level of 0.00 (p <0.05). It can be concluded that there is a positive and significant correlation between using Quick Response (QR) Code as assisted language media and students' motivation in English online learning.

This research was conducted to determine the relationship between motivation and learning style with learning outcomes of elementary school students. The results of calculating the frequency of learning motivation were 19.85% who scored 81-127 in the medium category and 80.15% in the high category who scored 128 -175, while the low criterion is 0%. The results of the descriptive analysis of student learning styles revealed that 127 or 47.6% of students had an auditory learning style, 61 or 22.8% of students had a visual learning style and 79 or 29.6% of students had a kinesthetic learning style. Based on the results of learning science in terms of frequency, 16 people (5.99%) scored 55-59 had low criteria, and those who got 60-69 scored 56 people (20.97%) had moderate criteria. criteria, and students who scored 70 -100 as many as 195 people (73.03%) had high criteria. The statistical test results showed that there was a moderate or quite strong relationship between learning motivation and learning outcomes, there was a weak relationship between learning styles and learning outcomes, there was a very weak relationship between learning motivation and learning styles and science learning outcomes for elementary school students in Palu.

Language exposure and learning motivation are two of the most essential aspects in learning any language. In English language acquisition, the development of these two components facilitates the development of other language skills, such as reading comprehension. In turn, reading comprehension is one of the significant indicators of fluency in second or foreign language acquisition. If a correlation can be determined between either language exposure or learning motivation and the development of reading comprehension, educators and specialists can focus their efforts on increasing these predictor variables in curriculum development to further reading comprehension and, ultimately, fluency. This study focused on the reading comprehension of senior high school students in Palembang, Indonesia and sought to find out whether or not there was any significant correlation between students’ English language exposure and reading comprehension, students’ learning motivation and reading comprehension, and among the predictor variables (English language exposure, learning motivation) and the criterion variable (reading comprehension). The samples of this study were 210 eleventh graders in SMA Unggulan, a high-performing senior high school in Palembang. The data were analyzed by using correlational and regression analyses. The findings showed significant positive correlations among English language exposure, learning motivation, and reading comprehension. The contribution of English language exposure to reading comprehension was 41.8%, while the contribution of learning motivation to reading comprehension was 51.7%. Moreover, the contribution of predictor variables to the criterion variable was 58.9%.

This research aims to analyze the learning styles of 11th-grade students in Class MP 2 at SMK N 1 Bangli in the context of learning English. The findings indicate that the majority of students have a preference for kinesthetic learning style, followed by auditory and visual learning styles. Despite the dominance of the kinesthetic learning style, some students also show tendencies towards auditory and visual learning styles. Meanwhile, the research identifies several learning difficulties faced by students, such as a lack of motivation, basic English language proficiency, and limited school resources. To address these challenges, teachers and schools are advised to create an environment that supports students' learning motivation, pay special attention to mastering basic English language skills, and enhance students' access to quality learning resources, including the use of technology such as utilizing smartphones for learning activities. Learning Styles, English Language Learning, Analysis of Students' Learning Styles