The learning style of an individual may vary depending on what methods are utilized to for to receive and process information. Students preferentially take in and process information in different ways: by seeing and hearing, reflecting and acting, reasoning logically Cited by: 2 Thesis On Learning Style, Writing A Thesis Middle School, Shipping Coordinator Cover Letter Sample, Sample Brick Making Business Plan The fact that every student has their own unique learning style should be understood and addressed by all instructors. This paper describes different learning styles, discusses a range of learning style inventories and research in this area, and analyzes the impact of learning styles on student performance in an American government class
To browse Academia. edu and the wider internet faster and more securely, please take a few seconds to upgrade your browser. Skip to main content. edu no longer supports Internet Explorer. Log In Sign Up. Download Free PDF. GARPH Publication. Download PDF, dissertation learning style. Download Full PDF Package This paper. A short summary of this paper. READ PAPER. Three sets of questionnaires were used to gather the numerical data: the Learning Style Inventory guide, the study habit assessment form, dissertation learning style, and the teacher-made test.
This includes one hundred students who were enrolled in College Algebra during the second semester of at Kalinga-Apayao State College. On the hand, it is observed that the students had an average dissertation learning style habit. Among the indicators; the students got a highest mean of 2. This implies that the study dissertation learning style of the students in College Algebra have great impact to their performance in the said subject.
The students described themselves as visual style in learning and auditory rather than being tactile, dissertation learning style. Polynomials and Algebraic expressions also are areas where students need remediation. Many efforts by school administrators have been done to improve the retention of college students. Academic advising, orientations, dissertation learning style, facility improvements, mentoring, and continuous modifications to curriculum and pedagogy are being made continuously to ensure that the controllable variables are explored without reducing then self determination of the students.
Most of these student support services have proven to be insufficient in improving student retention among large populations of students. Students learn in a variety of ways, and their ability to attain this information also varies. A student's capacity to learn is impacted by the teacher's style of conveying information.
Unfortunately, little attention has been given to how children think Markova, Often, it is assumed dissertation learning style students' minds operate in the same way as the teacher's does. So much of student failure in school comes directly out of the larger failure to stimulate all those areas in the children's brains, dissertation learning style, stimulation which could open up their minds in so many ways Markova, The distinction of the individuality of students can be illustrated by the diversity of their test scores.
When most students begin school, their test scores are comparable but their experiences are varied Popham, dissertation learning style, As their formal education continues, most students in a specific classroom are taught in the same style — the style most compatible to that teacher, dissertation learning style.
Mathematics Learning is regarded as complex and technical that most students are afraid of. To minimize such negative reactions of students towards the subject, the educators continuously keeps on finding solutions to this by considering the learning styles and study habits of the learners.
Since learning can take place in dissertation learning style ways such as learning styles, study habits, experiences and formal trainings. It was actually observed that in a class of 50 students, only twenty-five percent of them have very satisfactory achievement and thirty percent are only satisfactory.
This observation was based on the actual performance of secondary students who came from remote schools between the years to present.
The Kalinga —Apayao State College institutionwhose clients students are coming from far flung areas of Kalinga and the neighboring provinces, is charged to provide quality and quantity knowledge and skills to its clients, dissertation learning style.
Today, more challenges and responsibilities are approaching for its care. That is, educators must care to know the hidden factors that hinder mental, social, and spiritual development of their learners especially that it has been observed that most of the students do dissertation learning style have the full background of mathematics education before entering in higher level of education.
The aforementioned observations motivated this study to trace the roots of such weaknesses of students in the fields of Mathematics, dissertation learning style, Science and Language.
Students must also be oriented on what do they belong in the different learning styles so that they will benefit from it and knows how to counter act their weaknesses.
It is also bent to look into the weaknesses and needs of the students in learning College Algebra. Measuring the achievements of students should not be enough as bases in evaluating how students got there course. Their learning style relationship with their achievement dissertation learning style their study habits are great factors to look at by Mathematics educators.
These are two things learning style and study habits are usually the reasons that made the achievements low or high when these are not discovered and used to strengthen the dissertation learning style level of learning. Hoping that the findings will be a great source of information to enrich the level of knowledge and abilities of students in Algebra, dissertation learning style. Swanson quotes Reichmann's reference to learning style as "a particular set of behaviors and attitudes related to the learning context" and also presents Keefe's definition of learning style as "the cognitive, affective, and physiological factors that serve as relatively stable indicators of how learners perceive, interact with, and respond to the learning environment" Swanson,p.
For example, Keefe described three dimensions of personal preferences or styles in learning, as was stated in the dissertation learning style by E.
Students are affected by their own emotionality, sociological, Environmental and physical preferences. According to Dunn, Dunn and Price each individual learns through complex set of reactions to varied stimuli, feelings and dissertation learning style established thought patterns that tend to be present when an individual learns. The learning Vol. The major premise of how individuals learn, not the skills used in learning, is the foundation for the Learning Style Inventory.
Learning styles research is dissertation learning style in human resource management, dissertation learning style, sales, team development, counseling, academic applications, and many other fields Kevin, Within the Academic applications of learning styles research, there are two general applications of learning styles information that affect classroom instruction and student learning.
the use of dissertation learning style styles information, dissertation learning style, surveys, and prescriptions by students to increase self awareness and study skills. The use of learning styles information, resources, facilities, and surveys by teachers and administration to customize pedagogy and the learning environment. There was a considerable research that examined the relationship between students' learning styles and their academic performance Witkin, ; Gregorc, ; Claxton and Murrell, dissertation learning style, ; Brunner and Majewski, ; Schroeder, ; Klavas, These studies have consistently found that when learning styles were considered in the teaching process, dissertation learning style, academic performance increased.
Schroeder states that accommodating the variations in learning styles could improve curricula and the teaching process This research will concentrate solely on the first application which places the responsibility on the student. Ideally, the student is expected to become more self aware And apply the new information obtained from the BE Learning Style Profile in the Improvement of their study habits and classroom achievements. FRAME WORK This study adopted the framework illustrated below: Input Process: Outcome Learning Styles Study Habits dissertation learning style Performance - Figure 1 Vol.
STATEMENT OF THE PROBLEM This study sought to assess the learning styles, Study Habits, and academic performance of the students in College Algebra. Specifically, the research sought to answer the following questions: 1. What are the learning styles displayed by the students in learning Mathematical concepts in College Algebra?
What are the study habits of the students in terms of the following: a. Hours spent in studying daily lessons in Mathematics? Supplemental and Advance Reading based on syllabus 2. What is the significant difference the study habits of the students when they are classified as to gender? What is the academic achievement level of the students in College Algebra? In what areas do they students felt need for remedial classes in learning Algebra?
This was conducted to the students who composed two sections of Algebra scheduled dissertation learning style — 9 am and — 4 pm during the second semester of at Kalinga- Apayao State College, dissertation learning style. The study considered two sections that were uncontrolled group of respondents. The teacher-made dissertation learning style was considered valid since it was pre-tested and post-tested and was statistically treated with the use of the Pearson correlation.
While questionnaire on learning styles, the Learning Style inventory by Dun and Dun was adopted in this study.
On the other hand, the questionnaire on study habit was patterned in the study of Dr. Ranjana Choudhury. The study conducted first the survey on learning style and study habits. In the process, the students were asked to accomplish the Learning Style Inventory questionnaire and the Study Habit assessment form at the beginning of the term. After which they were given the teacher —made comprehensive tests during the term from which the results were recorded as their performance basis.
The raw data on learning styles were categorized as visual, auditory and tactile with use frequency counts. Further, the mean, chi-square test and t-test were used to see the differences and relationships between and among the variables.
Descriptions and discussion of the results were done after each table presentation. This implies that the teacher should teach with actions and provide instructional materials like video tapes that enhance the learning capabilities of students.
They can learn with music background and through other dissertation learning style or instructional strategies that provides opportunities for them to learn through listening. In this case, teachers should vary the strategies so that the individual interest, dissertation learning style, strengths, and weaknesses of students can be discovered.
Table 2 presents the levels of study habits of the students in learning their lessons particularly in College Algebra Study periods 3 hours 2 hours 1 hour Mean Description High Average Low Hours spent in studying daily lessons in 10 49 41 1.
The students spent at least two hours or average study habit in solving their assignments as shown by the computed mean of 2. In studying their lessons they also do it in at least two hours or an average study habit which is supported by the obtained mean of 1. On the other hand, the students had a mean of 1. Results of this imply that most of the students do not have strong courage to study, dissertation learning style.
Table 3 presents the level of study habits as dissertation learning style by the students for both dissertation learning style Study period in hours 3hrs. Among the indicators, the students got a highest computed mean of 2.
The manifestation exhibited by the students show that they do less in study period. Both the male and female group of students display an average mean of 1. In studying supplemental and advance reading based on syllabus he female group had an average mean of 1.
The study is also similar to the study conduct by Table 4 presents the academic performance of the students in Algebra Description Students Percent Mean Performance levels High 15 15 Average 50 dissertation learning style 2. Table 5 presents the learning styles and academic performance of the students in College Algebra as to whether there is a significant relationship.
Academic Performance Learning Styles High Average Low Total Visual 8 20 18 46 Auditory 5 20 11 36 Vol.
The table reflects that the computed value of Chi-square is Thus, the null hypothesis that there is no significant relationship is rejected.
Learning Styles - A Complete Myth
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