Learning about learning: Academic performance as influenced by learning styles and instructional strategies

• المؤلفون الرئيسيون: Banta, Louie John Mendoza, Ngo, Sherwin Lim
• التنسيق: text
• اللغة: English
• منشور في: Animo Repository 1992
• الموضوعات: Experiential learning; Learning (Psychology of); Teaching; Academic achievement; Psychology
• الوصول للمادة أونلاين: https://animorepository.dlsu.edu.ph/etd_bachelors/3966

The present descriptive-explanatory research is an attempt to synthesize Kolb's experiential learning and learning styles with MacNeil's expository-discovery dimension of instructional styles and strategies. Specifically, it mainly seeks to find out it student's learning styles and teacher's instructional strategies do influence academic performance. Another aspect of this ex-post facto study is the investigation of possible relationships existing between learning styles and Jung's concept of extraversion and intraversion, stemming from Kolb's mention of the two attitudes in the discussion of his learning theory. After classifying psychology courses as expository, discovery or neutral classes as based on the teacher's Instructional strategy questionnaire responses, the researchers used random and purposive sampling to arrive at the class sample. The students enrolled in the classes chosen automatically formed the sample of students. This sample of students was made to answer the Learning Style Inventory and the Myers-Briggs Type Indicator (E-I index).A 2X4 Analysis of Variance using the Latest Squares Procedure was done to answer the main problem. A non-parametric test of association, the Cramer C Coefficient plus a follow-up test of significance, was utilized to see if learning styles and extraversion-intraversion are related variables.