Browsing by Subject "Learning styles"
Results Per Page
Sort Options
-
ItemABAC GSB freshmen's perceptions on expected performance dimensions and learning preferences: implications to curriculum, instruction, and institution development(Assumption University Press, 2016) Chavez, Gloria S. ; Kim, Seongdok ; Tayko, Perla Rizalina M. ; Kitti PhothikittiThis research aims to build comprehensive student profiles to identify perceptions and expectations of the students enrolled in the Master programs of the Graduate School of Business (GSB) at Assumption University of Thailand. The main purpose is to establish curriculum and instructional links between what is offered and what students perceived as relevant learning experiences in the program and contribute towards increased student satisfaction in their master degree education. Self-administered questionnaires were collected from 379 incoming freshmen MBA students from February to August, 2015. The findings of the study revealed that among the performance dimensions expected by the industry from MBA graduates, the dimensions on English proficiency, ethical behavior, and effective use of IT obtained the highest means. Interestingly, timely achievement and responsibility as well as entrepreneurial spirit scored lowest while based on their profiles, the majority of the freshmen are self-employed. Likewise, the overall students' preferences on the learning processes, modalities, and learning styles indicated no marked differences of preferences of one or two of these modalities and activities. This indicates that choices are generalized and would imply the need for a variety of teaching strategies to respond to the variety of learning processes and modalities that would require appropriate learning activities. To conclude on the interface of the three areas of the study namely : the demographic profiles, the expected performance dimension, and preferred learning processes to areas of development in graduate education - curriculum, instruction, and institution development, certain initiatives for development were recommended such as: the inclusion of a module or course on the entrepreneurship as a basic foundational course for all students enrolled at GSB to support the third dimension of the Unique Identities of an ABAC graduate which is entrepreneurial spirit and leadership; the adoption and utilization of a brain-based holistic and integrative model of the experiential learning cycle by all lecturers to provide for the use of a variety of teaching modalities and learning activities in all courses. Further it is concluded that Quality Education at any level must come from the interface of quality curriculum, quality instruction, and quality organization. These three areas are intimately interactive and interrelated to achieve the desired outcomes of higher education and realize the vision of AU in "educating intelligences and active minds to change the world."
-
ItemA comparative correlational study of grades six to eight students' perceptual learning style prefference and their learning achievement at Pan-Asia International School, ThailandThe purpose of this study was to investigate the perceptual learning styles of the grades six to eight middle school students in Pan-Asia International School located in Bangkok, Thailand. This study was also to determine the preferred learning styles of the students and compare those learning styles with the students’ learning achievement. The research was conducted from December 14 to 16, 2015 in the first semester of the 2015-2016 academic school year at Pan-Asia International School. In this study, Reid’s Perceptual Learning Styles Questionnaire was used as the primary source of data collection. The data collected from the questionnaire was analyzed by Percentage & Frequency, Means & Standard Deviations, One Way ANOVA and Pearson Product – Moment Correlation Coefficient. This study found that the participants preferred group learning style followed by mixed, kinesthetic, individual & auditory, tactile and visual learning styles. There was no significant difference between the grade six to eight middle school students’ learning achievement, according to their most preferred learning style. The results of this study demonstrated that the grades six to eight middle school students did favor group projects as their most preferred learning style. There was no relationship between learning styles and learning achievement. Teachers should be aware of what learning styles are and how students are predetermined to prefer their own unique learning styles. Any teacher has their own methods of classroom instruction. Some teachers are aware of learning styles and can use learning styles to help with classroom engagement and higher student learning achievement. It is recommended that Pan-Asia International School uses current data to plan future professional development and school-wide changes in teacher instruction to help create a learning environment that best supports students’ learning styles.
-
Item
-
ItemA comparative study on student achievement in science through cooperative learning and individual learning at Nantawan International School(Assumption University, 2013) Hatipoglu, Vahide Gaye ; Assumption University. Graduate School of EducationThis study compared the differences in student achievement in science between cooperative learning and individualistic learning. The study had four objectives which were to determine 1) if there is an improvement in student achievement in science through cooperative learning, 2) if there is an improvement in student achievement in science through individualistic learning, 3) if there is a significant difference in student achievement in science between cooperative learning and individualistic learning activities, 4) if there is a significant difference in student achievement in science through cooperative learning and individualistic learning activities by year of study in Nantawan International School. The sample of 64 multinational students from the varying levels of primary Year 3 to 6 were given pretests and posttests through both cooperative and individualistic learning style in order to compare student achievement in science in the second semester of the academic year 2011-2012 at Nantawan International School. A major finding of the study was that there was a significant difference in student achievement in science between cooperative learning and individualistic learning activities in all four year levels from Year 3 to 6 in the direction that cooperative learning activities were more effective than individualistic learning activities for achievement in science. There was no significant difference in student achievement in science through both cooperative learning and individualistic learning activities by year of study in Nantawan International School. As a result of findings of this research, cooperative learning is recommended in the teaching/learning process to improve student achievement in science.
-
ItemA comparatives study of students' perceptual learning style preferences and their academic achievement in learning English as a foreign language at Nelson English Language Centre, MyanmarThe purpose of this study was to determine the perceptual learning style preferences of students who are learning English as a foreign language at Nelson English Language School (NELC) in Myanmar during academic year 2018. This study was carried out to investigate the level of students’ academic achievement in learning English as a foreign language and to compare the preferred learning styles with their academic achievement. The research was conducted from 26 May to 28 May, 2018 at NELC in Myanmar. As a major source of data collection, the researcher used Reid’s Perceptual Learning Style Preference Questionnaire (PLSPQ). There were 155 students who responded to the questionnaire and respondents’ return rate was 100%. The data collected from the PLSPQ was analyzed by frequency and percentage, means and standard deviations and a one-way analysis of variance (ANOVA). According to this study, the students preferred mixed learning style the most followed by group learning style, kinesthetic learning style, auditory learning style, visual learning style, tactile learning style and individual learning style respectively.
-
ItemA correlational-comparative study of students' perceptual learning style preferences in learning English as a foreign language and their academic achievement in the Cetana academic program for English at Myanmar Institute of TheologyThis study was conducted mainly to investigate the perceptual learning styles of the students in the Cetana Academic Program for English (CAPE) at the Myanmar Institute of Theology which is in Insein Township, Yangon, Myanmar. This study was carried out to determine the preferred learning styles of the students and compare and correlate those learning styles with the students’ learning achievement. The research was conducted from December 8 to 9, 2016 at CAPE. In this study, Reid’s Perceptual Learning Styles Questionnaire was used as the primary source of data collection. The data collected from the 118 questionnaires were analyzed by percentage and frequency, mean and standard deviations, One-way ANOVA and Pearson product-moment correlation coefficient. This study found out that the students preferred kinesthetic learning style most followed by mixed, group, auditory, visual and tactile and individual learning styles. There was no relationship between learning styles and learning achievement. The results of this study demonstrated that the Elementary to Upper-intermediate students did favor kinesthetic projects as their most preferred learning style. There was no significant difference between the Elementary to Upper-intermediate students’ learning achievement, according to their most preferred learning style. It is recommended that CAPE uses current data to plan future professional development and school-wide changes in teacher instruction to help create a learning environment that best supports students’ learning styles.
-
Item
-
Item
-
Item
-
Item
-
Item
-
Item
-
Item
-
Item
-
ItemThe student’s self-designed learning activities influencing their learning achievement: a case study of an English tutorial center in Krabi( 2017) Onnicha Ariyawong ; Thanawan PhongsathaThe implementation of the “self-designed learning activities” method in fifteen secondary school students who were conveniently selected at an English tutorial center in Krabi has been explored. The investigation was carried out by employing the pretest and post-test to determine the level of their knowledge prior to and after implementing self-designed activities. The observation during 36 hours classroom participation had been recorded to see levels of their skills improvement. The questionnaires were used to identify a level of students’ perceptions towards the program whether it is statistically significantly different from the neutral level (3.42). The results revealed that the post-test score was higher than the pretest . The number of students who had generally improved those skills was greater during classroom observation. In addition, the students rated their perceptions towards self-designed learning activities at 4.45, which was statistically significantly higher than the value of 3.42 as hypothesized. It can be concluded that the self-designed learning activities effectively help to enhance students’ learning interests as well as their performance in the subject matter. These findings are also particularly relevant and beneficial to teachers and facilitators as the teaching designers who design the lesson plan in order to increase students’ learning achievement.