Escolar Documentos
Profissional Documentos
Cultura Documentos
instruction today, it is stated that the relation between the teaching, learning and
Smutny and Fremd (2010) stated the importance of knowing the learning styles of
students in differentiated instruction. Students learning does not solely related to multiple
intelligence but to other factors, such as cognitive style. The term learning style is
sometimes used interchangeably for cognitive style. Cognitive style refers to “an
impulsive/reflective determines his or her cognitive styles. Learning styles are related to
educational contexts while cognitive styles are rather neutral concepts (Dornyei, 2005, as
cited by Lee and Kim, 2014). In other words, learning style refers to learning-driven
cognitive styles.
While there is not one single definition of learning style that is commonly accepted
by everyone related to the issue, various definitions in which individual learning and
student preferences are emphasized and that are associated with personality exist in
literature. In brief, “Learning style is the usual way one prefers in the process of acquiring,
proceeding and storing new information.” and “… consists of distinctive behaviors which
serve as indicators of how a person learns from and adapts to his environment. It also
Grasha (1990), as cited by Warn (2009) defined it as “the preferences student have
for thinking, relating to others, and particular types of classroom environments and
experiences”.
Learning styles can be defined, classified, and identified in many different ways. It
can also be described as a set of factors, behaviors, and attitudes that enhance learning
in any situation. How the students learn and how the teachers teach, and how the two
interact with each others are influenced by different learning styles. Each person is born
with certain tendencies toward a particular style, and these biological characteristics are
influenced by external factors such as: cultures, personal experiences, and developments.
Each learner has different and consistent preferred ways of perception, organization and
retention. These learning styles are the indicators of how learners perceive, interact with,
and respond to the learning environments. Students have different styles of learning, and
they learn differently from one another (Chermahini, Ghanbari & Talab, 2013).
There are several factors that impact the students from high school seniors’
decision in what course they should take. From the phases that have proposed by
Jackson, which could affect a student’s decision in finding a decent course, there is still a
Senior High School Track Preference is the choice of the student for senior high
and lastly Arts and Design. The Academic track has three strands: (1) Accountancy,
Business and Management, (2) Humanities and Social Sciences, and (3) Science,
Technology, Engineering and Mathematics. On the other hand, the specializations under
the Technical-Vocational fall either into four: (1) Agriculture and Fisheries, (2) Home
Economics, (3) Industrial Arts, and (4) Information and Communication Technology
(Japitan et.al. 2015). According to the findings of study conducted by using the Kolb
Learning Style Inventory, learning styles vary depending on individuals’ majors (social
14
sciences, natural sciences etc.) and occupations (Kolb, Boyatzis, & Mainemelis, 2001
cited by Gokalp, 2013). Kolb, Wolfe, Fry, Bushe and Gish (1981) as cited by Gokalp
Learning Style Inventory (LSI) by Kolb (1976) as cited by Warn (2009) states that
an effective learner relies on four different learning modes, e.g. concrete experience,
learner possesses different learning modes to achieve his/her learning objectives. Kolb
(1976) further classifies learning style into four types, e.g. converger, diverger, assimilator
experience and reflective observation and considers specific experience from different
experience and active experimentation, using the results of his/her testing as a basis for
new learning.
According to the study of Ababneh (2015) regarding the Learning Styles and
significant relationship between students' learning styles and their achievement in English,
as most of the students were considered poor in English. This result is reasonable in some
way because not all good students have the chance to complete their graduate studies,
only those who are able to pay for the university have the chance to enroll in graduate
programs. Consequently, some of them withdraw from the program or change their major
to an easier one. Furthermore, the data also show that there is no significant relationship
between students' learning styles and their proficiency in English. This finding may be
explained in two ways. On the one hand, it is well acknowledged that most of the students
15
are considered poor achievers in English and this is clear from the data as 57.1% of them
were classified as poor or weak students. On the other hand, most of the study subjects
were females. And females in our culture are usually shy and conservative. They even
speak in low voice and try to keep silent a matter that affects their participation and ability
to discuss topics in classes. This of course has a negative effect on their proficiency
results. Finally, the study also reveals that the participants use different learning styles or
preferences for learning and there is no right or wrong classifications as everyone uses
the appropriate learning style that brings some degree of learning as an outcome at the
end. For example some of the participants are shy and sensitive, while others are high
risk takers and others enjoy high self-esteem. Some have high confidence in their ability
to learn English and are extroverts and they are highly internally motivated to learn English
to fulfil their personal goals. In addition, they are equally divided between those who use
their left brain on the one side and those who use their right brain on the other side. On
the other side, most of the students enjoy a reflective learning style as they think carefully
before they speak and try not to make mistakes. To sum up, "there is not a “one-size fits
Graham, Garton and Gawdy (20012) suggested the low positive relationships were
found between students' learning styles and their performance on exams and quizzes,
and in their overall course performance. Although the relationships were low, they were in
Gappi (2013) the research has shown that the students were in general fairly well-
balanced learners in terms of the dimensions used in the questionnaire. There were no
significant differences between learning style preferences and the profile variables of the
students. There was no significant correlation between the academic achievement and
the learning style preferences of the participants. While it was established that the learning
16
styles preferences of the students were not correlated to the academic achievement of
students, large scale studies are recommended to further the investigate on the influence
No significant association observed between the learning style and the academic
performance for both subjects. There could be other possible predictor of academic
performance. It may be attributable to the study strategy (surface or deep), which has
been proven to have significant relationship between the two constructs by (Cano, 2005;
Fenollar et al., in press; Phan, 2006; Simons et al., 2004).as cited by Phan (2008).
The study made by Wilkinson, Boohan & Stevenson (2013) was designed to
investigate the learning styles of first year medical and dental students at Queen's
University Belfast and to find out whether these have any influence on academic
learning style and type of assessment were statistically significant in some cases, they
Therefore the three hypotheses formulated at the beginning of the project were not
accepted and the conclusions for this study are that overall academic performance is not
However, some studies proved the relationship of students’ learning styles into
their academic performance. Bosman (2015) concluded from the results that the learning
style that was most significantly related to academic achievements in English and
mathematics of the 223 sample was an individual learning style. However, top achievers
did not use only one learning style. Other learning styles that they implemented as needed
were reading, writing, an auditory and a kinesthetic learning style. Top achievers were
Wei, Hoo & See (2011) in their study, “Relationship between Learning Styles and
Content Based Academic Achievement among Tertiary Level Students’ suggested that
achievements. Hence, the finding confirmed the outcome study being carried out by Wing
and Hoi (2009) that there are relationships between learning and student achievement.
Seyal et.al. (2015) revealed that students‟ learning styles have significant influence
on students‟ academic performances. From this study, it can be emphasized that knowing
students‟ preferred learning style is really an important aspect for the facilitators/lecturers
students‟ preferred learning style helps to overcome the predisposition of many lecturers
who treat students with one style of teaching to all. So lecturers must try to match students‟
learning style with their teaching/lecturing approaches. Thus motivate more students to
achieve their academic goals. Under the conventional teaching methods, lecturer
emphasize on just simple lecturing as a mode of delivery which might not be effective.