Students’ Learning Styles in the Classroom

📄 Words:	1321
📝 Subject:	Approaches to Learning
📑 Pages:	4
📚 Topics:	Classroom, Students

Annotated Bibliography

Anggrawan, A., Ibrahim, N., & Satria, C. (2019). Interaction between learning style and gender in mixed learning with 40% face-to-face learning and 60% online learning. International Journal of Advanced Computer Science and Applications, 10(5), 407-413.

The present article reports on a study exploring the relationship between students’ learning styles and academic outcomes. Anggrawan et al. (2019) state that learning styles proved to affect students’ performance in a mixed-setting context based on their gender. The researchers note that the benefits of a combined environment have been acknowledged, but the exact portion of online and physical settings has not received the necessary attention yet. Anggrawan et al. (2019) examined the environment consisting of 40% of the physical classroom setting and 60% of online learning. Male students with visual learning preferences received the highest scores, while no considerable difference between the performance of auditory and kinesthetic learning styles was identified.

This study is a valuable source for the proposed project as it highlights the peculiarities of students’ performance in a mixed-setting classroom. The researchers note that learning styles and gender differences have an effect on student’s academic outcomes, so these aspects have to be considered. In the educational context with prevailing online learning, male students characterized by visual learning styles perform better as compared to auditory and kinesthetic learners. These findings need to be taken into account when developing purely digital classes.

Cheng, Y. L. (2020). Relationship between learning style and learning strategies of Mandarin learners in Universiti Tun Hussein Onn Malaysia (UTHM). Journal of Advanced Research in Social and Behavioural Sciences, 16(1), 144-154.

The present study aims at exploring the link between learning styles and the use of learning strategies in second language acquisition. Cheng (2019) examined the choice of a learning strategy among 148 students studying Mandarin as a foreign language. The researcher reported that kinesthetic and visual learners tended to benefit from the use of gestures and memory strategies during instruction. Cheng (2019) also found that the least preferred learning strategies, as rated by the participants, were effective learning tools. The researcher concluded that the inclusion of emotional aspects in teaching was seen rather negatively by the students. It is also stressed that kinesthetic and visual learners considerably relate to each other. Therefore, it is important to incorporate such instruments in online education (through the use of videos and online conferences).

This is a valuable source for the present research as the article highlights the peculiarities of the use of learning strategies in language studies. Although kinesthetic learners tend to employ a set of preferable strategies, the exact tools may vary depending on the discipline. Hence, the present recent article, which focuses on a specific subject (foreign language studies), is particularly important for the proposed research.

Kannan, B., Shanmugavelu, G., Arumugam, S., Baskaran, S. M., & Parasuraman, B. (2021). Students’ learning styles in the classroom and it’s importance to educators in the teaching and learning process: An overview. EPRA International Journal of Multidisciplinary Research (IJMR), 7(8), 64-70.

This article includes a review of the most widely used learning style models. Kannan et al. (2021) also compare the models and identify the strengths and limitations of each paradigm. The researchers consider the following frameworks: Dunn and Dunn learning style model, VAK learning style model, Felder Silverman learning style model, Kolb learning style model, VARK learning style model, Selmes learning style model, and Honey and Mumford learning style model. The researchers note that educators may need to employ different models to identify the exact learning style of each student to ensure that the right teaching strategies are chosen for the highest academic outcomes. The models differ in terms of certain aspects, such as preferred sensory methods or social factors, which enables teachers to trace all the major peculiarities of their students. The present article is a helpful source for this study as it includes descriptions of the most utilized learning style models. The source can be instrumental in choosing the most suitable theoretical paradigm for the proposed project.

Puntambekar, S., Gnesdilow, D., Dornfeld Tissenbaum, C., Narayanan, H. N., & Rebello, N. S. (2020). Supporting middle school students’ science talk: A comparison of physical and virtual labs. Journal of Research in Science Teaching, 58(3), 392-419.

This article is concerned with the peculiarities of the utilization of virtual laboratories when studying science. The participants were middle-school students who completed certain assignments (experiments and projects) in a physical and virtual laboratory. Puntambekar et al. (2020) found that students in the physical labs were more engaged in the discussions of the actual implementation of the experiment with a focus on taking measurements and the use of equipment. Those working in virtual laboratories were more willing to discuss predictions and the relationships between variables. The sample size was quite appropriate, as 115 students participated in the study. The findings suggest that virtual environments often lack the benefits of the physical environment and are inappropriate for a hands-on approach if no improvements are introduced. It is noteworthy that students’ motivation was high in both settings.

This article is a valuable source for the proposed study as it sheds light on the different impacts physical and virtual environments have on middle-school students. The research can be seen as a piece of evidence of the need to improve the existing digital-based instruments to facilitate kinesthetic learners’ academic experiences and outcomes. Kinesthetic learners should feel comfortable in a physical laboratory where they can carry out experiments and online settings with similar assignments.

Rogowsky, B. A., Calhoun, B. M., & Tallal, P. (2020). Providing instruction based on students’ learning style preferences does not improve learning. Frontiers in Psychology, 11, 1-7.

This article provides insights into the relationship between students learning styles and comprehension. The focus is on visual and auditory learning styles, but certain attention is paid to kinesthetic style as well. The study involves middle-school students, and the findings are consistent with the results of similar studies with adult participants. Rogowsky et al. (2020) claim that there is no meaningful link between students’ learning styles and comprehension. The sample size was quite considerable as 125 middle-school students took part in the study. The researchers conclude that the focus on instruction constructed to meet the needs of students with diverse learning preferences is not effective. At that the researchers add that different types of instruction have an impact on students’ engagement and involvement.

This is a valuable source for the present study due to its insights into the academic outcomes of the use of different teaching strategies adapted to different learning styles. Although the authors concentrate on visual and auditory learners, the findings shed light on the apparent trend. Students learning styles are mainly associated with their engagement in classroom activities, which is specifically important in online education.

Wenger, E. (2018). A social theory of learning. In K. Illeris (Ed.), Contemporary theories of learning: Learning theorists… in their own words (pp. 209-218). Routledge.

This source includes a detailed analysis of the social theory of learning that encompasses the integration of social aspects into learning. Based on this theoretical paradigm, learning is seen as a process involving social interaction, observation, and collaboration. It is believed that students’ learning through observation and motivation, as well as academic achievement, are improved by the utilization of the collaborative approach (Wenger, 2018). The creation of diverse communities is seen as a critical premise for the development of an effective learning environment. Each learner constructs their identity related to the communities they operate in or encounters. Different learning styles have an impact on this process, so the theory is related to the concepts of diverse learning style models. This is a valuable source for the development of the theoretical background for the proposed research. Since this chapter highlights the theory based on the principles of interaction and collaboration, it will be helpful in crafting the most detailed framework that will guide the present study.

References

Rogowsky, B. A., Calhoun, B. M., & Tallal, P. (2020). Providing instruction based on students’ learning style preferences does not improve learning. Frontiers in Psychology, 11, 1-7. Web.

Wenger, E. (2018). A social theory of learning. In K. Illeris (Ed.), Contemporary theories of learning: Learning theorists… in their own words (pp. 209-218). Routledge.

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