Inquiries into the nature and effects of cognitive and learning style constructs are mounting daily, regardless of criticism and confusion about the boundaries, natures and to some extent overlapping issues of these two constructs. These issues raise several questions about the credibility of these two constructs with regard to further research, application and development. Therefore, there is a need to crystallize their natures to pave the way for further research and for a better understanding of individual’s learning. The current scientific review strengthens the concept of these two constructs as separate and independent, each contributing in its own way to different fields of human learning. Both constructs have different histories and schools of thought directed toward different ends. The relationship of these constructs undeniably establishes their usefulness and value as research subjects. However, specific concerns is required in defining cognitive and learning styles which may hinder the credibility and usefulness of further research, including valid and reliable measurements, cohesive theory, application oriented studies, use of multiple methods in research, and the origin and development of these constructs. This article explores the discourse in these fields and highlights potential issues with the constructs to assist researchers in constructing a more comprehensive understanding of the research framework.
This study is a qualitative research with case study strategy that aims to describe the understanding of Mathematics teacher about the learning process based on 2013 Curriculum (K13) 2017 Revision. The subjects of this study are a Mathematics teacher who has status as a Civil Servant and Honorary at SMAN 1 Wuryantoro, Wonogiri Regency. The result of this study is generally, the understanding of the two Mathematics teachers about the learning process based on K13 2017 Revision have been appropriate to the guidelines K13 2017 Revision by the Ministry of Education and Culture of Indonesia. However, the Honorary teacher's understanding of the learning process has not been appropriate to the Assessment Guidelines by Educators and the High School Education.
The purpose of this study was to investigate student scientific attitudes toward civic education lesson through inquiry-based learning. The samples in this study were selected using stratified random sampling technique. Interactive data analysis consists of two stages: data collection and data display. The data were gathered by observation and interviews. Statistical results indicated that the student scientific attitudes towards civic education were a positive. Inquiry-based learning enhances student scientific attitude, where the most visible indicator of scientific attitudes is students' curiosity. Building scientific attitude can provide a logical solution to the problem student faced in their daily life and has scientific thinking skills. Creating and using science concepts related to students’ lives and interests will provide opportunities for a student to build their scientific attitude through meaningful learning activities. Scientific attitudes are grown through a series of experiences that students discover on their own during the learning process.
International Journal of Humanities and Social Science Invention (IJHSSI) is an international journal intended for professionals and researchers in all fields of Humanities and Social Science. IJHSSI publishes research articles and reviews within the whole field Humanities and Social Science, new teaching methods, assessment, validation and the impact of new technologies and it will continue to provide information on the latest trends and developments in this ever-expanding subject. The publications of papers are selected through double peer reviewed to ensure originality, relevance, and readability. The articles published in our journal can be accessed online.
Text-based Language Learning to Improve Student Motivation and AchievementsAJHSSR Journal
: This study aims to: 1) describe the condition of textbooks that should be used in the Territory
of Karanganyar, Central Java, Indonesia, and the needs of teachers and students as a basic reference in the
learning of Indonesian Language and Literature; 2) find the effectiveness and acceptance of textbook reading
skill with text-based learning approach for the students in the region. This research uses research and
development (R & D) design, which step by four steps, namely; (1) exploration stage, (2) model development
stage, (3) model testing stage, and (4) dissemination stage. Experimental test results indicate that students who
are taught using textbooks of text-based reading skills have a better value when compared with students who do
not use the textbook. Textbook which based on reading skill textbookhave good responses and results.
The purpose of this study is to find out the critical thinking skills indicators and aspects of prospective elementary school teachers in mathematics-science integration lectures on electrical circuits and mathematical logic lesson. This research uses random sampling technique in which 30 first semester students were chosen randomly from one of university in Padang region West Sumatera Indonesia. This research uses Research and Development (R & D). The critical thinking skills are seen from processes, observations, and tests. The process of critical thinking skills of prospective elementary school teachers on the average of critical thinking skills indicator is 84% in strategies and tactics, 80% in advanced clarification and 83% in elementary clarification, basic support, and inference. The result of observing the critical thinking skills of prospective elementary school teachers on the average of each lectures is significantly increased to be 81.9%. The results of pre-test and post-test were increased significantly. It is shown from N-gain of 0.7 to be medium category.
The main obstacle of children with special needs to advance is access to education as high as possible not to the disability, but to social acceptance of the community. This study aims 1) To determine the acceptability of children with special needs in the inclusive elementary school environment. It includes principals, teachers, learners, and parents. 2) To determine the factors those influence the acceptance of children with special needs in the inclusive elementary school environment. This is an interactive qualitative research. The research site is Wirosaban Elementary School, Yogyakarta City. Data collection techniques are interviews, observation and documentation. Data analysis technique is analytic descriptive data analysis. The results show: 1) Acceptability of children with special needs in inclusive school environment is quite good after going through various processes. School trying to accept children with special needs even though the school realized its service on some things still not maximal 2) There are four factors that affect the school environment perception of children with special needs. These factors are: knowledge and insight factor on inclusive education, b. environmental support factor outside the school, c. facilities factor, d. the persistence factor of the guardians of the special needs students.
The research aims at (a) describing the strategies and identifying the levels of refusal speech act in politeness and (b) formulating the internalization of polite values in a process of the Javanese culture-based students’ character building. It was conducted at Darul Ihsan Muhammadiyah Islamic Boarding School Sragen, Central Java, Indonesia. It employed a descriptive and qualitative, and analytic, critic, and holistic approach. The data sources covered all the students (santri) and teachers (asatidz) in both formal and informal situations. The objects were the refusal speech acts, spoken in the communication at the school. The data were collected with the techniques of content analysis, in-depth interview, and observation. These were analyzed with a contextual-extralingual method. In conclusion, the results of the research show that: (a) the refusal speech act is performed through the indirect (63%) and direct strategies (37%), (b) the refusal speech act is spoken through indirect communication in politeness (29%), impoliteness (56%), disadvantage-benefit (3%), authority (5%), and option (5%), and social distance (2%), and (c) the internalization of the students’ character building is performed in the forms of role model, habit, supervision, advice and suggestion, warning, and sanction. The dominant factors in the internalization process are closely related to the teachers’ roles, Islamic Boarding School’s circumstance, and politeness building in the learning process. The problems are closely related to the low understanding of politeness, heterogeneous students, and their habits.
Argumentation skills as a form of communication has function to externalize ideas through scientific discourse is a very important in learning of science. As an integral part of the science, argumentation skills should be included as a component of learning science. The purpose of this study is to determine the effectiveness of argument driven inquiry-based module in enhancing the students’ argumentation skills. This study was conducted at one of the State Senior High School in Surakarta academic year 2016/2017. The pre-test and posttest research design with treatment and control class groups were used in the study. While the treatment group taught by using module based on argument-driven inquiry, the control group was taught by a module that commonly used at school. As the study concluded, using argument driven inquiry-based module in the learning process is effective to enhance the quality of students’ argumentation skills.
This study is a qualitative research with case study strategy that aims to describe the understanding of Mathematics teacher about the learning process based on 2013 Curriculum (K13) 2017 Revision. The subjects of this study are a Mathematics teacher who has status as a Civil Servant and Honorary at SMAN 1 Wuryantoro, Wonogiri Regency. The result of this study is generally, the understanding of the two Mathematics teachers about the learning process based on K13 2017 Revision have been appropriate to the guidelines K13 2017 Revision by the Ministry of Education and Culture of Indonesia. However, the Honorary teacher's understanding of the learning process has not been appropriate to the Assessment Guidelines by Educators and the High School Education.
The purpose of this study was to investigate student scientific attitudes toward civic education lesson through inquiry-based learning. The samples in this study were selected using stratified random sampling technique. Interactive data analysis consists of two stages: data collection and data display. The data were gathered by observation and interviews. Statistical results indicated that the student scientific attitudes towards civic education were a positive. Inquiry-based learning enhances student scientific attitude, where the most visible indicator of scientific attitudes is students' curiosity. Building scientific attitude can provide a logical solution to the problem student faced in their daily life and has scientific thinking skills. Creating and using science concepts related to students’ lives and interests will provide opportunities for a student to build their scientific attitude through meaningful learning activities. Scientific attitudes are grown through a series of experiences that students discover on their own during the learning process.
International Journal of Humanities and Social Science Invention (IJHSSI) is an international journal intended for professionals and researchers in all fields of Humanities and Social Science. IJHSSI publishes research articles and reviews within the whole field Humanities and Social Science, new teaching methods, assessment, validation and the impact of new technologies and it will continue to provide information on the latest trends and developments in this ever-expanding subject. The publications of papers are selected through double peer reviewed to ensure originality, relevance, and readability. The articles published in our journal can be accessed online.
Text-based Language Learning to Improve Student Motivation and AchievementsAJHSSR Journal
: This study aims to: 1) describe the condition of textbooks that should be used in the Territory
of Karanganyar, Central Java, Indonesia, and the needs of teachers and students as a basic reference in the
learning of Indonesian Language and Literature; 2) find the effectiveness and acceptance of textbook reading
skill with text-based learning approach for the students in the region. This research uses research and
development (R & D) design, which step by four steps, namely; (1) exploration stage, (2) model development
stage, (3) model testing stage, and (4) dissemination stage. Experimental test results indicate that students who
are taught using textbooks of text-based reading skills have a better value when compared with students who do
not use the textbook. Textbook which based on reading skill textbookhave good responses and results.
The purpose of this study is to find out the critical thinking skills indicators and aspects of prospective elementary school teachers in mathematics-science integration lectures on electrical circuits and mathematical logic lesson. This research uses random sampling technique in which 30 first semester students were chosen randomly from one of university in Padang region West Sumatera Indonesia. This research uses Research and Development (R & D). The critical thinking skills are seen from processes, observations, and tests. The process of critical thinking skills of prospective elementary school teachers on the average of critical thinking skills indicator is 84% in strategies and tactics, 80% in advanced clarification and 83% in elementary clarification, basic support, and inference. The result of observing the critical thinking skills of prospective elementary school teachers on the average of each lectures is significantly increased to be 81.9%. The results of pre-test and post-test were increased significantly. It is shown from N-gain of 0.7 to be medium category.
The main obstacle of children with special needs to advance is access to education as high as possible not to the disability, but to social acceptance of the community. This study aims 1) To determine the acceptability of children with special needs in the inclusive elementary school environment. It includes principals, teachers, learners, and parents. 2) To determine the factors those influence the acceptance of children with special needs in the inclusive elementary school environment. This is an interactive qualitative research. The research site is Wirosaban Elementary School, Yogyakarta City. Data collection techniques are interviews, observation and documentation. Data analysis technique is analytic descriptive data analysis. The results show: 1) Acceptability of children with special needs in inclusive school environment is quite good after going through various processes. School trying to accept children with special needs even though the school realized its service on some things still not maximal 2) There are four factors that affect the school environment perception of children with special needs. These factors are: knowledge and insight factor on inclusive education, b. environmental support factor outside the school, c. facilities factor, d. the persistence factor of the guardians of the special needs students.
The research aims at (a) describing the strategies and identifying the levels of refusal speech act in politeness and (b) formulating the internalization of polite values in a process of the Javanese culture-based students’ character building. It was conducted at Darul Ihsan Muhammadiyah Islamic Boarding School Sragen, Central Java, Indonesia. It employed a descriptive and qualitative, and analytic, critic, and holistic approach. The data sources covered all the students (santri) and teachers (asatidz) in both formal and informal situations. The objects were the refusal speech acts, spoken in the communication at the school. The data were collected with the techniques of content analysis, in-depth interview, and observation. These were analyzed with a contextual-extralingual method. In conclusion, the results of the research show that: (a) the refusal speech act is performed through the indirect (63%) and direct strategies (37%), (b) the refusal speech act is spoken through indirect communication in politeness (29%), impoliteness (56%), disadvantage-benefit (3%), authority (5%), and option (5%), and social distance (2%), and (c) the internalization of the students’ character building is performed in the forms of role model, habit, supervision, advice and suggestion, warning, and sanction. The dominant factors in the internalization process are closely related to the teachers’ roles, Islamic Boarding School’s circumstance, and politeness building in the learning process. The problems are closely related to the low understanding of politeness, heterogeneous students, and their habits.
Argumentation skills as a form of communication has function to externalize ideas through scientific discourse is a very important in learning of science. As an integral part of the science, argumentation skills should be included as a component of learning science. The purpose of this study is to determine the effectiveness of argument driven inquiry-based module in enhancing the students’ argumentation skills. This study was conducted at one of the State Senior High School in Surakarta academic year 2016/2017. The pre-test and posttest research design with treatment and control class groups were used in the study. While the treatment group taught by using module based on argument-driven inquiry, the control group was taught by a module that commonly used at school. As the study concluded, using argument driven inquiry-based module in the learning process is effective to enhance the quality of students’ argumentation skills.
This study was intended to depict how Critical Literacy Pedagogy (CLP) principles were incorporated in EFL reading class in Indonesian secondary school and the students’ Critical Thinking (CT) were fostered during learning process. This study was a classroom practice-based model of how the principles were transferred into the detailed teaching syntax in an Islamic senior high school in West Java Indonesia. As a case study elaborating how a phenomenon happened, this study explored teaching steps, teacher-students dialogues, questions and the way the questions posed reflecting students’ CT skills, and students’ engagement in the learning process. The use of Indonesian folklores containing controversy predicted to enable students develop their thinking skills became novelty of the study. In addition, three times interventions were designed in which each intervention consisted of (a) teaching critical thinking concept explicitly and implicitly, (b) seven steps of teaching reading procedure incorporating CLP principles (explaining author’s purpose, activating students’ prior knowledge, reading text loudly, discussing text in group, exploring the text in class activities in which Critical Literacy Questions and CT Questions are incorporated, answering comprehension questions in group, and reflection, and (c) CT skills discussion. This study provides an alternative model of teaching CT in Indonesia context.
This research aimed to analyze the effectivity of students’ worksheet based on multiple representation in order to increase creative thinking skills for second years students of junior high school. It used quasi-experiment with nonequivalent control group design. The population of this research was students of class VII SMPN 3 Langsa, academic year of 2017/2018. Then, the samples were students of class VII-1 and VII-2 elected using simple random sampling method. Basically, the effectivity can be seen from students’ creative thinking skills analyzed by using average n-gain and independent sample T test. Furthermore, the result showed that there was an average difference for n-gain and significant score between control class and experiment class. Therefore, the students’ worksheet based on multiple representations can be used for increasing creative thinking skills of students.
An Analysis of Competency of Management Teachers in Using Different Teaching ...iosrjce
Teaching methods can be categorised into two broad categories namely teacher – centered approach
and a responsive, collaborative learner – centered approach. The purpose of this study was to understand the
competence of management teachers in using different teaching methods in affiliated colleges in urban
Bengaluru. The objectives of this study was to (i) To analyse the competence level of B-School faculty members
in using the different teaching methods; (ii) To compare the teaching methods of male and female faculty
members of B-School; (iii) To evaluate the teaching methods of B-School faculty with different age groups; (iv)
To assess the teaching methods of B-School faculty having different designation; and (v) To identify the latent
factors that comprises the different teaching methods. A structured self administered survey questionnaire was
developed for data collection. The sampling frame for the study included permanent faculty members working in
University affiliated B-Schools in urban Bangalore. As per the analysis lecture, assignments, seminar and case
study methods were the frequently used teaching methods by the faculty methods; group discussion,
individual/group project, and role play were frequently but not adequately used teaching methods while
simulations, field studies and workshop were the least frequently used teaching methods.
Cognitive dimensions development is one of the objective of education. This research aimed to identify the structure, evaluate the focus, analyze the conformity toward the referred adoption standard, and evaluate the emphasis of thinking skill order of cognitive processes in the e-textbook for 4th grade students. Evaluation was carried out for the curriculum 2013 e-textbooks published in 2014, including theme 2, 3 and 4. Identification of cognitive process dimensions was carried out using revised Bloom’s taxonomy, while the conformity was anayzed using Alzu’bi’s preference. Statistical analysis was carried out with chi-square test. The result showed that the structure of cognitive dimensions in three examined e-textbooks were not consistent one another. Theme 2 emphasized on the high order thinking skill focused on the creating dimension. Theme 3 emphasized on the low order thinking skill focused on the understanding dimension. While theme 3 facilitated both thinking skill orders with a little tendency to the evaluating dimension. There was no conformity of the cognitive dimensions structure of the three themes toward the referred adoption standard. Statistical analysis showed that there was significant difference on the structure of cognitive dimensions between themes, and between each themes and the referred adoption standard.
This study examines the content of constructivist learning paradigms in the textbook and students' understanding of the Introduction to Education course. Data collection methods are the textbook, student answer documentation, focused review session and assignment of student resume. The textbook analysis found five substances of constructivist learning paradigm, namely the nature of human, lifelong education, learning independence, the role of information technology, and the integration of educational benchmarks, which are parts of the textbook chapters. Analysis of the answers to the tasks, quizzes and student exams indicates that the students' understanding of the substance of this material is still medium or partial but has increased significantly after a focused review session was held, i.e. 75% or more students have a good and complete understanding. From the results of this study, it is suggested that (1) the textbook of Introduction to Education is rewritten, to put the five substances of constructivist learning paradigm as separate chapters so as to obtain their broader and deeper study portion; and (2) the materials not yet understood well by the students should be reviewed through a focused review session.
This research aims to understand the influence process of science skill and motivation learning with creativity learn. Data about the process of scince skill, motivation and creativity learn collected by test questioner instrument. Data analysis with regression analysis and correlation. Research shows that: There is the influence of skill process of science to the process of creativity learn with correlation coefficient r=0.634, there is the influence of motivation learn students to creativity learning with correlation coefficient r=0.55, the process of science skills and motivation to study for students influence of creativity learn with correlation coefficient r=0.935. This study concluded that skill process of science and the motivation to study student could creative learning.
American Journal of Multidisciplinary Research and Development is indexed, refereed and peer-reviewed journal, which is designed to publish research articles.
Improving the effectiveness of learning military concepts through interactive...SubmissionResearchpa
The information and knowledge accumulated by mankind over the centuries should be assimilated and enriched by each new generation and serve the development of society. The acquisition of accumulated information and knowledge is a very complex process and should be organized only on a scientific basis. But every process is a social phenomenon. Therefore, it has its own rules and characteristics. The didactic department of pedagogy deals with the study, analysis of the rules of the educational process and the search for new areas of knowledge, the development of effective methods of their acquisition. Philosophy, psychology, and physiology also study the educational process, human cognition, and the phenomena of thinking. However, didactics approaches these issues as a specialized science and conducts research. Didactics deals with all aspects of education, its organization, acquisition of knowledge, definition of the content of education, methods and rules of teaching by Xamidova Nigora Tulkunovna and Xurramov Mansur 2020. Improving the effectiveness of learning military concepts through interactive methods. International Journal on Integrated Education. 3, 10 (Oct. 2020), 158-162. DOI:https://doi.org/10.31149/ijie.v3i10.709 https://journals.researchparks.org/index.php/IJIE/article/view/709/666 https://journals.researchparks.org/index.php/IJIE/article/view/709
This research is aimed at finding out: 1) the influence of discovery learning model with RME approach on Mathematics learning achievement; 2) the influence of interpersonal intelligence on Mathematics learning achievement; 3) the interaction between discovery learning model with RME approach and interpersonal intelligence on Mathematics learning achievement. The research was conducted at one of the state Elementary Schools in Banjarsari sub-district, Surakarta. The method used in this research was quasiexperimental method with 2x3 factorial design. Hypothesis test was done by two-way variance ANOVA test with different cells. It can be concluded that the discovery learning model with RME approach gives better influence on the Mathematics learning achievement than the direct learning model. Students having high interpersonal intelligence category get better Mathematics learning achievement than those having medium and low category. The students having medium interpersonal intelligence get better Mathematics achievement than those having low category. There is no interaction between learning model and interpersonal intelligence on Mathematics learning achievement.
The purpose of this study was to find the differences and relationships
between student responses, student character, and student attitudes towards
the inquiry learning model for physics subjects. The contribution given in
this study is useful if the student's response to learning is not good then there
are problems in the learning taught by the teacher so that the teacher can
improve better teaching techniques. This study uses mixed research methods
designed with an explanatory design which is a combination of two methods,
namely quantitative and qualitative research methods. The results of the
t-test and correlation test of student variables, student character, and student
responses can be said to be good but need to be improved optimally so that
these variables are beneficial to students. The conclusion of this study is that
there is a comparison and influence between students, student characters,
and student responses at State Senior High School (SMA) 10 Jambi City on
the inquiry learning model in physics subjects. The implication of this
research is very important, namely the short-term impact of this research is
useful and can be used as a benchmark to improve the quality of student
responses, student character, and student attitudes, especially at the high
school level.
Collaboration skills and critical thinking skills are two real-life competencies in the 21st century. These two skills are believed to be related to one another. However, research on the magnitude of the correlation between the two skills is rarely investigated. Empowerment of these two skills cannot be separated from the learning model. This study analyzes the relationship between collaboration and critical thinking skills through the ethnoECLIPSE learning model and conventional learning. This correlation study involved 240 biology students from various universities in Special Region of Yogyakarta and Central Java Provinces, Indonesia. Collaboration skills data was obtained through peer-to-peer rating scales, while critical thinking skills data was collected through essay tests. Data was analyzed by using simple linear regression. The research results showed collaboration skills significantly correlate with students’ critical thinking skills. The contribution of collaboration to critical thinking skills is higher when applying the ethnoECLIPSE learning model (86.9%) than in conventional learning (48.2%). Then, the regression equation formed from both learning is parallel but not coincident. The ethno-ECLIPSE learning model can be the right choice and is highly recommended for achieving learning goals, especially increasing collaboration and critical thinking skills of pre-service teacher.
This study was intended to depict how Critical Literacy Pedagogy (CLP) principles were incorporated in EFL reading class in Indonesian secondary school and the students’ Critical Thinking (CT) were fostered during learning process. This study was a classroom practice-based model of how the principles were transferred into the detailed teaching syntax in an Islamic senior high school in West Java Indonesia. As a case study elaborating how a phenomenon happened, this study explored teaching steps, teacher-students dialogues, questions and the way the questions posed reflecting students’ CT skills, and students’ engagement in the learning process. The use of Indonesian folklores containing controversy predicted to enable students develop their thinking skills became novelty of the study. In addition, three times interventions were designed in which each intervention consisted of (a) teaching critical thinking concept explicitly and implicitly, (b) seven steps of teaching reading procedure incorporating CLP principles (explaining author’s purpose, activating students’ prior knowledge, reading text loudly, discussing text in group, exploring the text in class activities in which Critical Literacy Questions and CT Questions are incorporated, answering comprehension questions in group, and reflection, and (c) CT skills discussion. This study provides an alternative model of teaching CT in Indonesia context.
This research aimed to analyze the effectivity of students’ worksheet based on multiple representation in order to increase creative thinking skills for second years students of junior high school. It used quasi-experiment with nonequivalent control group design. The population of this research was students of class VII SMPN 3 Langsa, academic year of 2017/2018. Then, the samples were students of class VII-1 and VII-2 elected using simple random sampling method. Basically, the effectivity can be seen from students’ creative thinking skills analyzed by using average n-gain and independent sample T test. Furthermore, the result showed that there was an average difference for n-gain and significant score between control class and experiment class. Therefore, the students’ worksheet based on multiple representations can be used for increasing creative thinking skills of students.
An Analysis of Competency of Management Teachers in Using Different Teaching ...iosrjce
Teaching methods can be categorised into two broad categories namely teacher – centered approach
and a responsive, collaborative learner – centered approach. The purpose of this study was to understand the
competence of management teachers in using different teaching methods in affiliated colleges in urban
Bengaluru. The objectives of this study was to (i) To analyse the competence level of B-School faculty members
in using the different teaching methods; (ii) To compare the teaching methods of male and female faculty
members of B-School; (iii) To evaluate the teaching methods of B-School faculty with different age groups; (iv)
To assess the teaching methods of B-School faculty having different designation; and (v) To identify the latent
factors that comprises the different teaching methods. A structured self administered survey questionnaire was
developed for data collection. The sampling frame for the study included permanent faculty members working in
University affiliated B-Schools in urban Bangalore. As per the analysis lecture, assignments, seminar and case
study methods were the frequently used teaching methods by the faculty methods; group discussion,
individual/group project, and role play were frequently but not adequately used teaching methods while
simulations, field studies and workshop were the least frequently used teaching methods.
Cognitive dimensions development is one of the objective of education. This research aimed to identify the structure, evaluate the focus, analyze the conformity toward the referred adoption standard, and evaluate the emphasis of thinking skill order of cognitive processes in the e-textbook for 4th grade students. Evaluation was carried out for the curriculum 2013 e-textbooks published in 2014, including theme 2, 3 and 4. Identification of cognitive process dimensions was carried out using revised Bloom’s taxonomy, while the conformity was anayzed using Alzu’bi’s preference. Statistical analysis was carried out with chi-square test. The result showed that the structure of cognitive dimensions in three examined e-textbooks were not consistent one another. Theme 2 emphasized on the high order thinking skill focused on the creating dimension. Theme 3 emphasized on the low order thinking skill focused on the understanding dimension. While theme 3 facilitated both thinking skill orders with a little tendency to the evaluating dimension. There was no conformity of the cognitive dimensions structure of the three themes toward the referred adoption standard. Statistical analysis showed that there was significant difference on the structure of cognitive dimensions between themes, and between each themes and the referred adoption standard.
This study examines the content of constructivist learning paradigms in the textbook and students' understanding of the Introduction to Education course. Data collection methods are the textbook, student answer documentation, focused review session and assignment of student resume. The textbook analysis found five substances of constructivist learning paradigm, namely the nature of human, lifelong education, learning independence, the role of information technology, and the integration of educational benchmarks, which are parts of the textbook chapters. Analysis of the answers to the tasks, quizzes and student exams indicates that the students' understanding of the substance of this material is still medium or partial but has increased significantly after a focused review session was held, i.e. 75% or more students have a good and complete understanding. From the results of this study, it is suggested that (1) the textbook of Introduction to Education is rewritten, to put the five substances of constructivist learning paradigm as separate chapters so as to obtain their broader and deeper study portion; and (2) the materials not yet understood well by the students should be reviewed through a focused review session.
This research aims to understand the influence process of science skill and motivation learning with creativity learn. Data about the process of scince skill, motivation and creativity learn collected by test questioner instrument. Data analysis with regression analysis and correlation. Research shows that: There is the influence of skill process of science to the process of creativity learn with correlation coefficient r=0.634, there is the influence of motivation learn students to creativity learning with correlation coefficient r=0.55, the process of science skills and motivation to study for students influence of creativity learn with correlation coefficient r=0.935. This study concluded that skill process of science and the motivation to study student could creative learning.
American Journal of Multidisciplinary Research and Development is indexed, refereed and peer-reviewed journal, which is designed to publish research articles.
Improving the effectiveness of learning military concepts through interactive...SubmissionResearchpa
The information and knowledge accumulated by mankind over the centuries should be assimilated and enriched by each new generation and serve the development of society. The acquisition of accumulated information and knowledge is a very complex process and should be organized only on a scientific basis. But every process is a social phenomenon. Therefore, it has its own rules and characteristics. The didactic department of pedagogy deals with the study, analysis of the rules of the educational process and the search for new areas of knowledge, the development of effective methods of their acquisition. Philosophy, psychology, and physiology also study the educational process, human cognition, and the phenomena of thinking. However, didactics approaches these issues as a specialized science and conducts research. Didactics deals with all aspects of education, its organization, acquisition of knowledge, definition of the content of education, methods and rules of teaching by Xamidova Nigora Tulkunovna and Xurramov Mansur 2020. Improving the effectiveness of learning military concepts through interactive methods. International Journal on Integrated Education. 3, 10 (Oct. 2020), 158-162. DOI:https://doi.org/10.31149/ijie.v3i10.709 https://journals.researchparks.org/index.php/IJIE/article/view/709/666 https://journals.researchparks.org/index.php/IJIE/article/view/709
This research is aimed at finding out: 1) the influence of discovery learning model with RME approach on Mathematics learning achievement; 2) the influence of interpersonal intelligence on Mathematics learning achievement; 3) the interaction between discovery learning model with RME approach and interpersonal intelligence on Mathematics learning achievement. The research was conducted at one of the state Elementary Schools in Banjarsari sub-district, Surakarta. The method used in this research was quasiexperimental method with 2x3 factorial design. Hypothesis test was done by two-way variance ANOVA test with different cells. It can be concluded that the discovery learning model with RME approach gives better influence on the Mathematics learning achievement than the direct learning model. Students having high interpersonal intelligence category get better Mathematics learning achievement than those having medium and low category. The students having medium interpersonal intelligence get better Mathematics achievement than those having low category. There is no interaction between learning model and interpersonal intelligence on Mathematics learning achievement.
The purpose of this study was to find the differences and relationships
between student responses, student character, and student attitudes towards
the inquiry learning model for physics subjects. The contribution given in
this study is useful if the student's response to learning is not good then there
are problems in the learning taught by the teacher so that the teacher can
improve better teaching techniques. This study uses mixed research methods
designed with an explanatory design which is a combination of two methods,
namely quantitative and qualitative research methods. The results of the
t-test and correlation test of student variables, student character, and student
responses can be said to be good but need to be improved optimally so that
these variables are beneficial to students. The conclusion of this study is that
there is a comparison and influence between students, student characters,
and student responses at State Senior High School (SMA) 10 Jambi City on
the inquiry learning model in physics subjects. The implication of this
research is very important, namely the short-term impact of this research is
useful and can be used as a benchmark to improve the quality of student
responses, student character, and student attitudes, especially at the high
school level.
Collaboration skills and critical thinking skills are two real-life competencies in the 21st century. These two skills are believed to be related to one another. However, research on the magnitude of the correlation between the two skills is rarely investigated. Empowerment of these two skills cannot be separated from the learning model. This study analyzes the relationship between collaboration and critical thinking skills through the ethnoECLIPSE learning model and conventional learning. This correlation study involved 240 biology students from various universities in Special Region of Yogyakarta and Central Java Provinces, Indonesia. Collaboration skills data was obtained through peer-to-peer rating scales, while critical thinking skills data was collected through essay tests. Data was analyzed by using simple linear regression. The research results showed collaboration skills significantly correlate with students’ critical thinking skills. The contribution of collaboration to critical thinking skills is higher when applying the ethnoECLIPSE learning model (86.9%) than in conventional learning (48.2%). Then, the regression equation formed from both learning is parallel but not coincident. The ethno-ECLIPSE learning model can be the right choice and is highly recommended for achieving learning goals, especially increasing collaboration and critical thinking skills of pre-service teacher.
Purpose and Content of Distance LearningYogeshIJTSRD
The article deals with strengthening the learning motivation of learners, to develop the skills and abilities of independent learning. M. Botirov | Sh. Ziyaev "Purpose and Content of Distance Learning" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Special Issue | International Research Development and Scientific Excellence in Academic Life , March 2021, URL: https://www.ijtsrd.com/papers/ijtsrd38752.pdf Paper Url: https://www.ijtsrd.com/humanities-and-the-arts/education/38752/purpose-and-content-of-distance-learning/m-botirov
Priority Directions for Increasing the Effectiveness of Teaching the Module T...ijtsrd
Currently, the urgent tasks of modernizing the higher education system are to increase the efficiency of education, develop the level of professional competence of specialists, orient the management and teaching staff to innovative activities, introduce innovative educational and information and communication technologies into the educational process of higher educational institutions, master and target orientation. on the advanced foreign experience. This, in turn, necessitated the improvement of the content of educational and methodological activities in higher educational institutions, the widespread introduction of interactive teaching methods, modern information and communication technologies into practice. N. A. Rakhimova | M. O. Ochilova "Priority Directions for Increasing the Effectiveness of Teaching the Module "The Role of National Values in the Formation of Spirituality of Youth in the Family"" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-6 | Issue-1 , December 2021, URL: https://www.ijtsrd.com/papers/ijtsrd47853.pdf Paper URL: https://www.ijtsrd.com/humanities-and-the-arts/education/47853/priority-directions-for-increasing-the-effectiveness-of-teaching-the-module-the-role-of-national-values-in-the-formation-of-spirituality-of-youth-in-the-family/n-a-rakhimova
Enhancing Metacognition in Educational Settings A Comprehensive Review of Res...ijtsrd
Metacognition, the ability to monitor, regulate, and control ones own cognitive processes, plays a pivotal role in learning and academic success. This research paper provides a comprehensive review of studies investigating the relationship between metacognition and education. Drawing from a wide range of research, this paper explores the theoretical foundations of metacognition, its significance in educational contexts, and various strategies for fostering metacognitive skills in learners. The paper also discusses the implications of metacognition for curriculum design, instructional practices, and assessment methods. By synthesizing the findings from diverse research studies, this paper aims to offer educators, researchers, and policymakers a nuanced understanding of the multifaceted interplay between metacognition and effective learning. Dr. Santinath Sarkar | Firoj Al Mamun "Enhancing Metacognition in Educational Settings: A Comprehensive Review of Research and Implications" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-7 | Issue-4, August 2023, URL: https://www.ijtsrd.com/papers/ijtsrd59779.pdf Paper Url:https://www.ijtsrd.com/humanities-and-the-arts/education/59779/enhancing-metacognition-in-educational-settings-a-comprehensive-review-of-research-and-implications/dr-santinath-sarkar
The ideal teacher can reflect on self-development to form a personality that fits the needs of students. Teachers who have achieved a perfect personality figure have a greater chance of success in transferring knowledge and in the student education process. The need for an ideal teacher figure can be a reference for prospective teachers to develop themselves from the beginning of their education. Based on these needs, this study identified the ideal teacher figure based on the student’s perspective. This research design used a survey research design in the quantitative method. The research subjects consisted of 240 students spread across the East Java, Indonesia. The data collection instrument used the student version of the teacher’s personality test. Analysis of the research data was carried out in a statistical-descriptive. The results showed that the four strongest personalities most expected of students were caring, humble, responsible, and patience. Teachers’ ideal personalities help them provide services that align with students’ selfdevelopment needs. Suggestions for further research are identifying ideal teacher personalities based on other points of view, including senior teachers, student teacher candidates, and society in general.
This study aims to test the discovery model integrated with the reading,
questioning, and answering (RQA) model. This research is a quasi-study
which involves the second semester XI grade students of state senior high
school (SMA) Negeri in Situbondo as subjects. The number of students who
studied was 160 people from four different classes in the 2018/2019
academic year. Sampling is done by class equality test. Each class is taught
with a different model, for each class is grouped again based on the culture
of residence of students, namely coastal students, urban and mountain
students. Researchers used ANCOVA to test the research hypothesis
followed by the least significant difference (LSD) test. The results showed
that: i) RQA’s integrated discovery learning model is able to improve
students’ problem-solving skills compared to the original model; ii) Culture
has a significant role in shaping students’ problem-solving skills, with the
use of the same model given to students who have a background a different
background will get different results; and iii) Learning in school and in the
environment is an interrelated factor in shaping students’ thinking patterns
and problem-solving skills. Discovery learning model integrated learning
RQA model is a combination of effective models to be applied to students
who are trained with challenges where nature teaches them to think and act
appropriately and quickly.
This study aims to ascertain the impact of the Active learning method on high-order thinking skills (HOTS) within the realm of Islamic education. Our primary contribution is the comprehensive meta-analysis of various preliminary and university educational studies. Using RStudio, we analyzed the differences in effect sizes, variations, and groups among studies. The findings indicate that the Active learning method significantly enhances HOTS, with the mixed learning method showing the most pronounced effect. We adopted a systematic approach, examining diverse learning methods like genre-based learning and blended learning model. Our research design entailed a meticulous meta-analysis of pre-existing literature rather than primary experimental or survey-based methods. However, we identified high heterogeneity in effect sizes as a limitation, suggesting the need for more nuanced studies in varied contexts. This research underscores educators' need to adapt learning strategies suited for specific educational levels, pointing towards a brighter horizon for tailored pedagogical interventions.
This research aimed to reveal the views of secondary school students on ideal teacher qualifications. For this purpose, research was carried out in a phenomenological pattern, which is one of the qualitative research methods. The study was carried out with 76 students who were studying in a secondary school in the 2017-2018 academic year. The data were obtained with the repertory grid technique and interview technique. As a result of the analysis of the data, it was seen that the qualifications of the teachers considered ideal by the participants were among the general competencies of the teaching profession. According to the results of this research, ideally, teachers are expected to provide good and fun lessons, not discriminate among students, be friendly and calm in communications with students, and ensure discipline and democracy in the classroom environment.
Examining Reflective Teaching Practices in the Digital AgeAJHSSR Journal
ABSTRACT:Reflective teaching is the process of critically evaluating one’s own practices to improve
effectiveness. This paper examines reflective teaching concepts from seminal thinkers like Dewey, Schön, and
Zeichner and Liston, emphasizing questioning assumptions and willingness to change. It summarizes aspects
teachers can reflect on using Richards and Lockhart’s framework spanning beliefs, decision-making, roles,
lesson structure, classroom interaction, activities, and language use. Research reviewed explores practices in
technology-rich contexts, using blogs, integrating technology in training programs, links between attitudes about
technology and reflective practices, critical thinking on technology integration resulting from course tasks, and
guided reflections on cultural competence. Key findings show that technology-oriented tasks elicit more
transformative thinking about integration compared to traditional applications. However, positive attitudes
toward technology do not necessarily translate to usage for reflection. There are also gaps between leaders and
teachers in sustaining practices, so developing reflective skills is recommended. The paper offers practical
suggestions for teachers to leverage video analysis, collaborative documentation, blogging, journaling,
annotating plans and student work, surveying students, and analyzing performance data to make reflection a
consistent habit focused on improvement.
KEYWORDS: reflective practice, teaching, EFL, ICT, teacher development, educational technology
This study aims to form a lecturer achievement index model based on student perceptions by looking
at the caseality relationship between latent variables, namely professional, social, personality and pedagogical
competencies of lecturers
Process and Some Issues about Effective Techniquesijtsrd
Some features of teaching at higher educational institutions and techniques used are discussed in this article. Some drawbacks and problems that teachers and students may face during their collaborative work also studied below. Khalilova Himoyat Khatamovna "Process and Some Issues about Effective Techniques" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-6 | Issue-1 , December 2021, URL: https://www.ijtsrd.com/papers/ijtsrd47970.pdf Paper URL: https://www.ijtsrd.com/management/other/47970/process-and-some-issues-about-effective-techniques/khalilova-himoyat-khatamovna
THE MOST CONSIDERED TYPE OF STUDENT CHARACTERISTICS BY PRIMARY SCHOOL TEACHERSIJITE
This study aims to determine what type of student characteristic most considered by teachers in primary school and their influence on student learning achievement. For this purpose, 37 class teachers of grade 4th to 6th from seven primary schools were the respondents. Categorizing the level of identification
students characteristics by the teacher using a questionnaire on the application of student characteristics that is deepened by the study of learning planning documents intended to provide an overview of the types of students characteristics that are considered most important to be done by primary school teachers. The results show that the level of student intelligence is the type of student characteristics most considered by
primary school teachers. By comparing the value of student achievement it can be seen that the learning developed by paying attention to students intelligence levels are better than learning that does not pay attention to it.
THE MOST CONSIDERED TYPE OF STUDENT CHARACTERISTICS BY PRIMARY SCHOOL TEACHERSIJITE
This study aims to determine what type of student characteristic most considered by teachers in primary
school and their influence on student learning achievement. For this purpose, 37 class teachers of grade
4th to 6th from seven primary schools were the respondents. Categorizing the level of identification
students characteristics by the teacher using a questionnaire on the application of student characteristics
that is deepened by the study of learning planning documents intended to provide an overview of the types
of students characteristics that are considered most important to be done by primary school teachers. The
results show that the level of student intelligence is the type of student characteristics most considered by
primary school teachers. By comparing the value of student achievement it can be seen that the learning
developed by paying attention to students intelligence levels are better than learning that does not pay
attention to it.
The Most Considered Type of Student Characteristics by Primary School TeacherIJITE
This study aims to determine what type of student characteristic most considered by teachers in primary school and their influence on student learning achievement. For this purpose, 37 class teachers of grade 4th to 6th from seven primary schools were the respondents. Categorizing the level of identification students characteristics by the teacher using a questionnaire on the application of student characteristics that is deepened by the study of learning planning documents intended to provide an overview of the types of students characteristics that are considered most important to be done by primary school teachers. The results show that the level of student intelligence is the type of student characteristics most considered by primary school teachers. By comparing the value of student achievement it can be seen that the learning developed by paying attention to students intelligence levels are better than learning that does not pay attention to it.
Modeling is a Method to Facilitate the Content of Educational Materialijtsrd
Modeling is used to facilitate the content of educational material, improve the planning of the educational process, management, forecasting, diagnostics, design of educational activities and processes. Babaeva Shoira Baymuradovna "Modeling is a Method to Facilitate the Content of Educational Material" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-6 | Issue-6 , October 2022, URL: https://www.ijtsrd.com/papers/ijtsrd52097.pdf Paper URL: https://www.ijtsrd.com/humanities-and-the-arts/education/52097/modeling-is-a-method-to-facilitate-the-content-of-educational-material/babaeva-shoira-baymuradovna
This research aimed to find out the difference of cognitive learning achievement between students taught with Concept Attainment Model and those taught with Discovery Learning model. This study was a quasiexperimental research. The population of research was the 12th Science graders of SMAN 1 Karas of Magetan Regency in school year of 2016/2017. The sample was taken using cluster random sampling technique, consisting of two grades: the 12th Science 4 grade as the first experiment class using Concept Attainment Model and the 12th Science 3 grade as the second experiment class using Discovery Learning model. Technique of collecting data used was t-test technique for data of students’ cognitive learning outcome. Data analysis was carried out using unpaired two-sample variance analysis. The result of research showed there was a difference of cognitive learning outcome between the students treated with learning using Concept Attainment Model and those treated with learning using Discovery Learning. The cognitive learning achievement of students taught with Concept Attainment Model was higher than that of those taught with Discovery Learning.
Similar to Interchangeable Concept of Cognitive Styles and Learning Styles: a Conceptual Analysis (20)
This systematic literature review (SLR) aimed to investigate the potential of digital online game-based learning (DOGBL) to enhance motivation in English as a foreign language (EFL). Online gaming has grown in popularity among students, opening up the possibility of using games as powerful instructional resources. Academic achievement depends on motivation, and this study, led by self-determination theory (SDT), explored how external rules, like rewards and recognition, could increase motivation in EFL utilizing DOGBL. The study used the SLR method, examining databases and choosing articles based on predetermined criteria. The chosen publications were examined in-depth, and a preferred reporting items for systematic reviews and meta-analyses (PRISMA) diagram was employed for analysis. For results, DOGBL could enhance teaching EFL by providing flexible and interesting learning environments. Key elements in motivating in DOGBL included game design, personalization, social engagement, curricular integration, and instructor assistance. As a promising method to improve EFL instruction, game-based learning, especially DOGBL, saw considerable developments between 2018 and 2023. Thus, these ground-breaking techniques transformed the way people learn English vocabulary and provided a fun and engaging way to learn the language. For educators and students, the potential for DOGBL to change EFL education is still exciting as technology develops.
The development of postmodern-era technology in the world of education is increasingly sophisticated, thus impacting the character of students and their social environment. Technological progress negatively affects the lives of today's generation. When misuse of technology is widespread, it is imperative to strengthen cultural and religious filtration. So that the influence of globalization on technological development can be minimized. So as not to damage the cultural values and morality of students as the next generation of the nation. This study aims to explain the importance of transforming the values of Bima's local wisdom "Nggusu Waru" through the media of social studies e-books. The results and conclusions of this study are efforts to develop students' social character that require teacher collaboration, supervision, and optimal parental attention so that their interest in learning is higher and minimizes deviant behavior. This research method uses research and development design. At the stage of preliminary studies with models developed by Borg and Gall. Through several stages of research, information gathering, development of initial forms of products, and initial field testing. In this step, data is collected through interviews, observation and documentation. The data is analyzed to find out some of its weaknesses and shortcomings.
This research investigated the pre-service teachers’ self-regulation, selfefficacy, and mathematics performance in blended learning during the post Coronavirus disease 2019 (COVID-19) pandemic in a state university using a descriptive correlational design. There were 201 pre-service teachers who were identified using simple random sampling. They answered the two-set survey questionnaire, which assessed their self-regulation and self-efficacy, while their performances were assessed using their grades in the subject. The data gathered were treated using descriptive and inferential statistics. The results revealed that they had high self-regulation while they had a very high level of self-efficacy. At the same time, they had a very satisfactory performance in mathematics. Moreover, their self-regulation in terms of planning, monitoring, and adjusting was significantly correlated with their math performance while reflecting is not. However, no significant relationship was found between their self-efficacy and mathematics performance. Thus, instructors are encouraged to conduct monitoring during blended learning to encourage pre-service teachers to maintain their high level of self-regulation and self-efficacy in learning mathematics. In addition, future researchers may explore the same variables to validate the findings of the study because these findings are limited only to pre-service teachers and were conducted during the post COVID-19 pandemic.
This study explores the correlation between technology utilization and language acquisition while analyzing the impact of moderating variables on this relation. Our meta-analysis approach analyzes data from 43 extracts out of 19 primary studies published between 2012 and 2021. Our data analysis employs a random-effect model utilizing a significance level of α = 0.05. Additionally, the authors examine four moderating variables: level of education, location of research, proficiency in language, and year of publication. Technology-based language acquisition outperforms traditional methods, indicating a significant and moderate impact on the learning process. This study enhances comprehension of the efficacy of technology in language acquisition by identifying various factors, such as the geographical location of research, methods of assessing language proficiency, and technology type employed. However, there is insufficient evidence to support the notion that educational level or sample size significantly impact technology-based language acquisition. This meta-analysis highlights the importance of considering nuanced factors when integrating technology into language learning. The findings emphasize the possibility of technology to transform methods of acquiring language and urge additional investigation into customized strategies that optimize its advantages.
Effective science instruction in a blended learning approach is synonymous with the strategic use of instructional videos (IVs) to fill the gap in teacher support. This study aims to determine the IVs’ effectiveness in improving students' concept retention and overall learning experiences. The experimental group was exposed to instruction integrating IVs via embedded mixed-method design, whereas the control group was exposed to traditional lecture methods. The results showed that students' post-test scores and concept retention improved significantly in the experimental group, where students reported better learning experiences than in the control group. This beneficial effect of a technology-integrated approach can be attributed to various elements of IVs, such as engaging content, motion graphics, video length, the language used, and the speaker's perspective. This study recommends that IVs be used to enhance learning opportunities and results in the teaching and learning process.
Higher order thinking skills (HOTS) are an important element in facing the challenges of the 21 st-century. Difficulty in solving problems systematically, facing challenges in an organized manner, and being unable to design original solutions are due to the low HOTS that students have. HOTS ability can improve students who low-level thinking skills in several ways, for example, through learning integrated with media, practice, and assessment or HOTS-based cognitive assessment. The purpose of this study was to develop and implement a HOTS-based cognitive assessment to assess students' HOTS abilities. The device development model used is an adaptation of the analysis, design, development, implementation, and evaluation (ADDIE) model. The research sample consisted of 30 students in class 11 of the Governance and Office Automation Competency Program of Vocational High School 1 Kudus. The result is that 11 students have the HOTS ability with very good criteria, 17 well criteria, and 2 enough criteria. This study suggests that a test instrument for further research is to measure students' HOTS ability. The Experts conclude that HOTS-based cognitive assessment can be used as an approach to improve students' HOTS to actively think selectively and supported by logical argumentation.
The background of this research is the need for teacher innovation in developing digital-based learning media in Indonesian language learning. The research method used is research and development (R&D) with the analysis, design, develop, implement, and evaluate (ADDIE) model, which consists of five research stages: analysis, planning, development, implementation, and evaluation. Data collection techniques are questionnaires, in-depth interviews, observations, and documentation that present the results regarding innovation, features, applications, and the impact of using the benkangen game in learning Indonesian in elementary school. The subjects of this study were 25 teachers from 25 elementary schools, and 66 students from 10 elementary schools in Magelang district and Magelang city. The results showed innovation in the development of game applications based on Magelang local wisdom with game features in the form of puzzles of Magelang culture and local wisdom, Indonesian language learning materials packaged in the form of questions accompanied by the number of points in each answer, and audio that reflects local wisdom in Central Java. The novelty of this research is the development of the benkangen game based on Magelang local wisdom, which still needs to be developed by teachers in Indonesia. Future research needs to explore the innovation of Indonesian language learning games through the latest software.
The specific processes, techniques, and actions that learners take to facilitate their language learning have been widely explored under the concept of language learning strategies (LLS); however, more exploration is needed about recent investigations in this area, as calls for new theorization of strategies research have emerged. This systematic literature review aimed at exploring the prevailing research methodologies and educational settings appertaining to LLS in English as foreign language (EFL) contexts. The study analyzed 42 articles published from 2017 to 2023 in journals in the field of social sciences in the Scopus and ERIC databases. The findings show how non-intervention quantitative approaches are predominant in LLS research, occasionally accompanied by qualitative data collection methods. Accordingly, most research has favored descriptive and correlational designs, identifying the relationships between the use of strategies and variables such as language proficiency, demographic aspects, motivation, and self-regulation. Grounded on the revision of existing evidence, this article advises future strategy-based research to focus on primary and secondary levels of education, strategy instruction, cultural aspects, and qualitative research designs.
This study aimed to i) analyse learning problems in science at boarding schools for junior high school students and ii) determine the effectiveness of science learning in the context of Islamic teachings using the science, technology, engineering, and mathematics, -religion (STEM-R) approach to improve reflective and critical thinking skills. The research method applied in this study was a sequential exploratory mixed method. The research design consisted of five stages: i) qualitative data gathering, ii) qualitative data analysis, iii) quantitative data gathering, iv) quantitative data analysis, and v) data interpretation. The subjects of this study were 192 students from boarding schools and were divided into 6 groups. The research results obtained were the school, parents, science teachers and religion teachers’ vision and mission causing students to like or dislike science. An excellent teacher is viewed by students as someone who can make learning enjoyable, exhibit creativity in presenting educational material, possess the ability to motivate, link science and religion, engage in investigative activities, infuse humour, establish connections between science and everyday life, and communicate concepts effectively. Moreover, distinctions in reflective thinking and critical thinking abilities were observed between the experimental group and the control group. Learning that connects science and Islamic religion and examines STEM-R aspects is able to develop students' thinking skills.
This study aims to reveal the profile of open-start problem-solving with ethnomathematics regarding student learning styles. This research is a qualitative research study on 3 out of 31 students of Junior High School of 3 Magetan taken by purposive sampling. The three students carried out four stages: understanding the problem, planning problem-solving strategies, implementing problem-solving strategies, and reviewing again. The results of the research show that students with a visual learning style solve problems by understanding problems through writing known and being asked and drawing illustrations, planning problem-solving strategies by making examples, carrying out solving strategies by working on the calculation process; students with an auditory learning style solve problems by understanding problems through writing known and being asked, planning strategies by making problems and formulating formulas used, implementing solutions by doing calculations and reviewing; students with a kinesthetic learning style solve problems by understanding issues through writing known and being asked, making examples and writing the formulas used, carrying out solving strategies by applying the calculation process and reviewing the results obtained. However, of the three styles, the results of the accepted work were not correct because they did not write down the conclusions and were not thorough enough.
The volunteer function inventory (VFI) is an assessment tool to measure individual volunteer motivation. VFI measures individual motivation to volunteer by examining the functional motives of each volunteer. This research aimed to adapt the VFI to the Indonesian language. VFI consists of 30 items divided into five dimensions. This study utilized a non-experimental quantitative research method. Samples were acquired by accidental random sampling with N = 176. In this study, reliability testing was carried out with items and dimensions of Cronbach's α. Validity tests were examined using construct validity and item analysis. The results of the Indonesian version of VFI showed high reliability and validity. Besides, the item analysis also shows that the quality of each item is excellent. The Indonesian version of VFI will be suitable for various education fields in Indonesia to measure the students' voluntary willingness in community development activities, for example, in measuring the impact of volunteerism in the Merdeka Belajar Kampus Merdeka (MBKM) social activities and other activities within the communities.
Digital history-based project-based learning (PjBL) in history learning is a learning medium that can provide a special attraction for students who can improve historical concept skills and historical awareness. However, there are still many teachers who have not used it, so it is very important to study it. This research aims to analyze the influence of the digital history based PJBL model in improving historical concept skills and historical awareness. The method used is quasi-experimental with two classes, experimental and control. The population used class XI high school students in Lampung, Indonesia and the sample size was 213. Cluster random sampling was used to determine sampling, while data collection was in the form of test instruments. The test instrument questions were analyzed using the gain score and Kruskal-Walli’s test to determine the increase in historical concept skills and historical awareness with the help of statistical package for the social sciences (SPSS) 26. The research results confirmed that digital history based PjBL was effective in increasing historical concept skills and historical awareness with a high score, making it the best choice to overcome obstacles in history learning.
This study aims to determine how using an active learning model based on the three higher education principles can improve students' active learning. Qualitative research methods were applied in this study, with data collection through interviews, literature study, and observation. The results showed that active learning based on the three higher education principles was included in the "good" or "acceptable" category. The application of this model can make this campus a place with a positive academic atmosphere that enhances and supports collaboration, discussion, and positive and critical thinking. The novelty of this research lies in the use of active learning with mini-research projects, which are developed based on university principles and embody it. The hope is that this can help solve problems in the student learning process at the State Islamic University Sunan Kalijaga, Yogyakarta, Indonesia. The expected implication is that the university's policy supports applying the model to resolve learning problems and build real scientists for students.
Integration of information and communication technology (ICT) in teacher education is a means to support the teaching and learning process. Good teaching by utilizing technology certainly requires changes, especially in the realm of pedagogy, but teachers apparently do not have enough ability to optimize ICT in the learning process. In fact, ICT has the potential to provide various benefits for teachers and students, including joint learning areas, cooperative and collaborative learning opportunities. Therefore, this research aims to identify the use of mobile learning application (MLA) and its impact as a form of ICT integration in learning. The method used is literature study, by taking data from various relevant scientific articles and books. Data analysis uses descriptive analysis from the results of the synthesis of several literature reviews obtained. The research results show that a number of 10 main articles and 15 relevant supporting articles as well as several book sources show that mobile-based learning with smartphone devices is becoming a trend at various levels of education, both academic and vocational.
Incorporating ethnoscience into lessons through the ethnoscience-students’ worksheet (ESW) is one method to improve student interest in science learning while introducing them to the local culture. However, no research was reported the effects of ESW on students' responses and the factors that influence ESW implementation in science learning. In order to better understand how students learn through ESW, this study investigated the relationship between ethnoscience context, science learning, and the implementation of students’ worksheets. Seventy-two students participated in the survey after they studied ethnoscience learning through ESW. Students’ responses are more influenced by science learning. In addition, the ethnoscience-integrated students’ worksheets (SW) variable indirectly affects students’ responses. Additionally, ESW affects students' responses more significantly than science learning and ethnoscience. This research provides insightful implications for educators on planning, designing, and practicing ESW to enhance students’ problem-solving motivation and academic achievement. Furthermore, to contribute significantly to future researchers, further research employed the structural equation model through covariance analysis, also known as confirmatory factor analysis (CFA).
This research aimed to assess the readiness of Indonesian pre-service science teachers by examining their perceptions of impending challenges, desired competencies, and anticipated instructional methodologies in preparing for the challenges of Society 5.0. Using a quantitative survey research methodology, 884 pre-service science teachers from 16 universities were surveyed. The research instrument's validity and reliability were assessed utilizing the Rasch model. Inferential statistics were employed to assess the readiness of pre-service science teachers for future challenges, taking into account their backgrounds. The test outcomes showed the Cronbach's Alpha coefficient reached 0.92, is deemed "excellent", affirming the instrument's high reliability. The findings of the study revealed that the majority of teachers share a consistent perception of future challenges and recognize the importance of mastering 21st-century skills, particularly critical thinking, creative thinking, communication, and collaboration. However, respondents believe that the current learning process does not adequately train these skills. They expressed a desire for an alternative learning method that can enhance their skills while accommodating their diverse backgrounds, including place of residence, economic background, and technological proficiency. Further research is needed to identify alternative teaching methods that can effectively foster these abilities in diverse backgrounds.
The issue of psychological well-being in education has emerged as an increasingly critical topic in recent years. This is due to the significance of psychological well-being in enhancing the performance of e ducational institutions, encompassing students, teachers, and the process of formulating school policies. This study sought to discover recent research on psychological well-being from an academic perspective. A total of 27 research articles were successfully gathered and reviewed based on the established criteria. This article review was conducted utilizing two databases (SCOPUS and WoS) and the following keywords: "psychological well-being" combined with "AND" and other search terms such as "school", "teacher", and "student". This systematic review offers a synthesis of results that can serve as the initial step in developing constructs of psychological well-being in educational institutions, thus implying the importance of psychological well-being for teachers and students. The results of the analysis from this systematic literature review have been discussed and concluded in this study.
This study aims to investigate Indonesian senior high school teachers’ perceptions of using the first language (L1) when teaching English because Indonesian teachers tend to have negative perceptions toward the application of the L1, while the L1 is needed in a situation where Indonesian students have limited skills in English. The semi-structured interview was applied to collect data, while thematic analysis was used to analyse it. The result showed that the teachers have three different positions in perceiving the use of the L1: the virtual position, maximal, and optimal positions. Although they have different perceptions toward the application of the L1, a major insight can be concluded about the limited use of the L1 for specific reasons, such as considering teachers’ and students’ English abilities, learners’ needs, and the type and the difficulty of the given task or assignment. The L1 can be functioned as scaffolding in three aspects: when teaching grammar, vocabulary, and when giving instructions. Teachers may consider this study’s results as the information to use the L1 in classrooms. This may also be beneficial for Indonesian educational stakeholders and the government to specifically define what type of scaffolding that teachers can use the L1 to teach English.
The Smile project is an engineering service-learning initiative carried out through collaboration between Chouaib Doukkali University in Morocco and Pusan National University in South Korea. Since 2016, this project has been conducted annually for engineering students from both universities. Participants are selected through an oral interview, ensuring representation from different majors, years, and genders. Due to the COVID-19 pandemic, the project transitioned to an online mode starting from 2020. The objective of this article is to investigate the impact of the service-learning approach on learning and its potential for enhancing engineering education. This study aims to compare the face-to-face and online implementations of the Smileproject as examples of this educational approach. The analysis demonstrates a strong positive effect of engineering service-learning as a learning approach, leading to the improvement of engineering students' skills and competencies. Notably, there is minimal difference between the two implementation modes of this learning approach.
Assessment is an important component of learning which aims to determine student achievement in learning. However, the pandemic has changed how assessment is carried out, prompting teachers to look for new strategies in carrying out mathematics learning assessments under any conditions, whether in normal conditions or during a pandemic. This study described the strategies used by high school mathematics teachers in assessing mathematics learning during the pandemic towards the post-pandemic period. This type of research is descriptive exploratory research with a qualitative approach. The subjects in this study were three mathematics teachers, three principals, and three vice principals from a public senior high school in Yogyakarta City, Indonesia. Qualitative data were collected by means of questionnaires, interviews, and documentation. The collected data were analyzed qualitatively according to Bogdan and Biklen. The results of the study reveal that the mathematics teacher’s strategy for carrying out assessments during a pandemic includes: i) determining the appropriate online assessment platform that suits the needs; ii) assessment based on student participation; iii) using various of online assessment methods; iv) prioritizing academic integrity and honesty in the assessment implementation; and v) carry out the management and reporting of data on the results of the assessment in accordance with established procedures.
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create confusion and misunderstanding, which may lead us away from basic psychological theories and
concepts [5], [6].
This article is trying to highlight several concerns regarding the cognitive style and learning style
discourse. A scientific review is used to explore studies on the styles which cover the application of the
concept especially in learning and teaching processes. Specific elements and constructs are highlighted in
order to underline the differences and similarities of the concept which has long been discussed as an
interchangeable concept. The discussion is done by highlighting the cognitive style in perspective followed
by the learning style. The teaching and learning process is used to highlight how the concept is very much so
closely related. At the end of the discussion the important point of both concepts are highlighted to show how
these can interchangeably be used in the context of research in education. The article is concluded by
providing concluding remark for further researchers.
2. COGNITIVE STYLE IN PERSPECTIVE
Ausburn and Ausburn described cognitive styles as individuals’ consistent psychological
representations/characteristics/elements, governed and linked cognitively to information acquisition and its
processing in perception, thinking, problem solving, and imagery, with quantitative and qualitative variation.
In this sense, it has dual functions, including organization and control of cognitive process and related
resources [7]. Shade additionally included the personality element, which represents the superordinate
construct that accounts for individual preferences in various cognitive, perceptual and personality dimensions
that influence differences in information processing [8]. Messick argued that cognitive styles organize the
resources related to cognition of situations and also to regulation and control of the cognitive process in a
learning situation which incorporated by learners [9], 10]. However, given the unique nature of cognitive
styles, these processes cannot depend on personality and can be considered as independent of ability and
personality [11].
Kozhevnikove suggested differences in cognitive style as heuristics that can be classified with
regard to their regulatory functions in information processing, from perception to metacognitive processing
of environmental information [1]. There are many levels of information processing. There are different types
of control regulation at each level of information processing, ranging from reception of information to
utilization at the end of processing. During the thinking process, there is a consistent approach to
organization and to information processing that is independent of intelligence and is responsible for
differences in ways of thinking quantitatively and qualitatively [12]. These are cognition-based consistent
differences that force an individual to exhibit a particular way of thinking. The particular way of thinking
depends on how that person perceives, processes, and remembers information in relation to others.
In the context of learning, cognitive style is regarded as an individual difference that is important to
student’s success. As mentioned above, cognitive style is independent of personality, ability, intelligence,
learning style and learning strategies, but indirectly affects a range of motor skills [6], [11, [13], [14].
Cognitive styles’ independence from important variables demands special treatment in teaching and learning
situations. Therefore, learning materials and teaching approaches should match the cognitive styles of
students to ensure maximum learning and better learning outcomes [1]. The match between instructional
materials and students’ cognitive styles has improved students’ learning outcomes [15].
With regard to academic performance, Tinajero, Lemos, Araujo, Ferraces, & Paramo found that
cognitive styles and learning strategies were significant contributors to academic achievements [16]. Field-
independent students performed consistently better than their counterpart field-dependent students in
academic achievements and problem solving (when problems ranged widely in their complexity) [17-19].
Similarly, analyzed the records of pupils in special schools and found out that cognitive styles affect
behavior [6]. It was determined that students’ social behavior varies depending on their different cognitive
styles. Although there was variation in social/behavioral problems associated with different cognitive styles,
training designs should be adjusted based on different cognitive styles to make the learning process more
effective and efficient because different interactions between a student’s cognitive style and teaching
methods pave the way for student conduct and learning behavior [12], [20]. The student’s performance in
different subjects is also affected by his or her cognitive style. For instance, holistic imagers and analytic
verbalizers showed superior performance to holistic verbalizers and analytic imagers in the subject of
science.
There is evidence that considerations of cognitive style are crucial to teaching and learning
effectiveness and are also responsible for learning outcomes, independent of other factors such as cognitive
skills and intelligence [13], [21]. Most literature supports the importance of matching cognitive styles in
teaching and learning in schools. However, some literature supports the mismatching of cognitive styles in
teaching and learning, arguing that this will challenge students, help them to overcome their style
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weaknesses, and prepare them for real life mismatching situations [15]. Certain assessment procedures favor
certain cognitive styles [22]. Martinsen & Diseth highlighted the correlation of scores on the Assimilator-
Explorer Inventory with preferences for novelty seeking behavior, rules and planning behavior [23].
With regard to brain activities, it has been proven that cognitive style differences are supported by
neurophysiological and basic brain differences. Huang & Byrne identified the relation of analytic and holistic
cognitive styles to hemispheric activity through the lateral eye movement paradigm [24]. Oliveri noted the
general role of the parietal lobe and subcortical structures in the verbalizer and visualizer thinking/cognitive
styles [25]. Hence, the role of cognitive styles in multi-linguistic knowledge/ability was found to relate to
cognitive style preferences. The ability to apply the grammatical rules of a second language is influenced by
field-dependent preference [26].
The use of multimedia and the internet in learning and training situations-specifically for
educational purposes-is increasing every day. Advancements in information technology can help to meet the
individual needs of students. Recently, researchers have linked the notion of cognitive styles to computer
programming and software development, which has made the idea of the cognitive style a more practical
construct [27]. Angeli observed significant differences in the performance of field-dependent,
field-independent and mixed learners who solved a complex problem through computer modeling and found
out that the use of hypermedia learning systems that matched cognitive style preferences improved the
learning and perception of students [20], [28]. Studies concerning the applicability of cognitive styles show
that movement will enhance students’ learning, which means that it cannot be neglected or overlooked.
3. LEARNING STYLE IN PERSPECTIVE
Individuals show differences in the ways in which they interact with their learning environments.
These differences affect everything from interaction with the learning material (behaviorally) to final storage
of information (cognitively) for future reference or use. In general, these learning differences are regarded as
learning styles. Bird, Romanelli, & Ryan define learning styles as a distinctive psychosocial, affective and
cognitive behaviors that give rise to relatively stable measures of the perception of, interaction with and
response to the surrounding learning environment [29]. Unique learning styles remain relatively stable even
when they encounter different tasks/situations [30]. In other words, when people face a learning situation
(stimulus) in a learning environment, they respond in their own way. So, a learning style is an individual’s
way of receiving and responding to a learning stimulus with a unique set of psychological, affective and
cognitive behaviors. A learning style can be referred to as an “individual’s preferred mode of receiving and
processing information, ” which cannot distinguish it from a cognitive style. The concepts of cognitive and
learning styles detach at the following point: “cognitive style involves cognition based process, whereas
learning style is rooted in exterior behavior and response to learning situation” [31].
Honey & Mumford and Kolb argued that a learning style is an individual’s preference for
understanding and transforming his/her experiences [32]. Vermunt & Vermetten used the term “learning
style” in a more elaborate way, regarding it as a superordinate concept in which the cognitive and affective
processing of subject matter, the metacognitive regulation of learning, and conceptions of learning and
learning orientations are united. In other words, it is related to preferences in interacting, receiving,
processing and responding cognitively and affectively in a learning situation, independently of the task
encountered [33].
Researchers have debated the theoretical validity of different learning styles. Slack & Norwich
conducted a study of the theoretical justification of the [34]. Pupils’ self-reported inventories were used for
the exploration of their learning styles. They claimed that this model lacks theoretical background and
justification for labeling the auditory, kinesthetic and visual styles. Schmeck and Raynolds cautioned against
overgeneralizing learning styles into mutually exclusive styles, which can lead to incorrect expectations of
pupils [34]. Arrangements made on the basis of these mutually exclusive styles can lead to ineffective
learning opportunities. Miller considered LSI (Learning Style Inventory) a poor instrument in terms of
measurement [35]. Reio examined the psychometric properties of the Gregoric Style Delineator (GSD) and
found statistically little support for its theoretical basis/design and concomitant portrayal of one’s cognitive
learning style [36].
Bergsteiner, Avery, & Neumann applied standard modeling categorization criteria to Kolb’s basic
model, which alone was used in 990 studies from 1971-1999 [37], [38]. The researchers claimed to identify
errors in fundamental graphic syntax, inability to pass the modeler’s graphic sufficiency and simplification
tests, and problems related to categorization and definitions [37].
With regard to studies of the identification of learning styles, Platsidou & Metallidou investigated
the psychometric strengths of the Kolb learning style inventory and Felder and Solomon’s Index of Learning
Style [39]. A Greek sample using the LSI revealed satisfactory reliability and weak construct validity. There
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were strong preferences for only accommodative and divergent learning styles. The ILS only achieved an
acceptable level of reliability on ability of discrimination and construct validity. The study suggested that
these two instruments cannot be used for grouping students with reference to their learning styles; they can
only be used to encourage the self-assessment of an individual. Brew reported on the gender sensitivity of the
Kolb LSI (1985) for a sample of Australian university students [40].
Similarly, Reio examined the psychometric properties of the Gregoric Style Delineator (GSD) and
found little statistical support for the GSD’s theoretical basis/design and portrayal of an individual’s
cognitive learning style [36]. Slack & Norwich, in a classroom based study, reported internal and retest
unreliability of the kinesthetic learning scale’s auditory, kinesthetic and visual learning style inventory [34].
Zwanenberg, Wilkinson, & Anderson also found that the reliability of two famous learning style descriptors:
Felder & Silverman’s index of learning and Honey & Mumford’s learning style questionnaire [41]. The ILS
was found to mix both cognitive and learning style characteristics and measured absolutely none of either.
They advised not using it for anyone other than engineering students, for whom it was intended. The LSQ
was found to be more reliable internally than the ILS. It was also unable to possess predictability and was not
up to the standard of psychometric instruments. Busato, Prins, Elshout, & Hamaker argued that Vermunt’s
learning styles do not have sufficient evidence to justify tailoring higher education to them, and suggested
further research to validate these styles [42].
The learning style construct has been criticized by some researchers and practitioners. Riener &
Willingham considered learning styles practically inapplicable and useless and called them a myth [43].
Leite, Svinicki, & Shi evaluated the VARK learning style inventory (Visual, Aural, Read/Write and
Kinesthetic) and reported some flaws, such as poor item selection and construction [44]. Rohrer & Pashler
opposed tailoring instruction to students’ different learning styles [45]. Rohrer & Pashler also argued that
there is no empirical support for this expensive tailoring of instruction to learning styles [45]. Norman
claimed that the concept of learning styles is obsolete and has very little to do with learning [46].
The opposing arguments give the impression that learning style research has no validity and is
unable to help researchers in improving learning overall. However, when we assessed the validity of these
claims, we were surprised that they noted flaws mostly in one aspect, concept or dimension of learning styles.
Riener and Willingham: Visual, Kinesthetic and auditory; Leite et al.: Visual, Aural, Read/write and
Kinesthetic; and Norman: Visual, Verbal Taxonomy [43], [44], [46]. They neglected a massive literature
supporting the learning style concept and movement. Here we will present some literature that supports the
movement. Kolb and Boyatzis indicated the potential of research on learning styles by noting that for
experiential learning theory and learning style inventory alone, there were 990 publications from
1971-1999 [38].
There are many studies supporting the claim that students’ achievements increase as a result of
matching between learning styles and teaching methods [47]. Learning is a characteristic just like other
developmental and biological characteristics [48]. which means that it cannot be neglected. There are
significant differences in learning styles in students of different disciplines [49]. Students’ learning patterns
can explain the variance in their academic performance [50] and is also related to personality types [51].
Matching learning styles to teaching methods increased students’ retention ability [34]. Vermunt &
Vermetten described how learning outcomes are affected by learning orientations [33]. Akbulut & Cardak
and Lurea, Neascsu, Safta, & Suditu claimed that adaptive educational hypermedia models that were based
on learning styles enhanced students’ success and satisfaction [52,53]. Miller identified 40 publications that
found significant effects with the Gregoric Style Delineator (GSD) and showing that computer based
instruction in reference to GSD learning style improved students’ learning [35].
In cases of mismatch, students faced problems in their interactions with courses/ learning
situations [54]. Ozgur, Temel, & Yilmaz verified the relationship between problem solving abilities and the
assimilator and converger styles on the Kolb LSI, whereas Mehrdad & Ahghar found a relationship between
individuals’ visual orientations/styles and their uses of learning strategies [55], [56]. In a different mode,
Huang, Wu, Yang, & Hwang developed a portfolio-based programming learning style diagnosis system for
Felder’s learning style [57]. There is evidence of a relationship between learning styles on the Kolb LSI and
demographic data, which can explain the underlying factors [58].
Law & Meyer credited the ILS Vermont with differentiating students’ learning styles along an
inventory of learning styles’ dimensions [59]. In favor of learning styles, Hurst-Wajszczuk argued that
teachers can shape their teaching to minimize their own learning styles’ negative effects on students [60].
Alaoutinen, Heikkinen, & Porras utilized an intensive collaborative teaching concept, CODE
CAMP, to demonstrate the effect of learning styles [61]. The study indicated an increased motivation to learn
among reflective- intuitive students [62]. Later, Graf, Liu, Kinshuk, Chen, & Yang demonstrated that
working memory capacity is connected to learning styles [63]. Cook, Thompson, Thomas, & Thomas found
empirical support for the theoretical model of Vermunt’s learning style inventory [64]. Cook & Smith found
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the ILS (Index of learning styles) to be a valid instrument for measuring learning styles and concluded that
cognitive style and learning style scores may not be interchangeable, even for constructs with similar
definitions, due to their being different constructs [65].
Vermunt & Vermetten recommended incorporating the interplay between affective and
social/collaborative learning and between self-regulation and external regulation, as well as promotion of
more favorable learning patterns in different types of learning environments [39]. It is imperative that the
application of learning style theory and research continues to hold great promise for practitioners in both in
education and training as a potentially powerful mechanism for enabling pupils, students and trainers to
manage their own learning better throughout their educational and working lives [66]. As such, it is
concluded that the role of learning styles cannot be neglected in either classroom settings or lifelong learning.
4. THE INTERCHANGEABILITY OF CONCEPTS AND PERSPECTIVES
The terms cognitive and learning styles have been used interchangeably without any discrimination
in the literature [67]. Smith conducted a study that supported the independent nature of cognitive styles with
regard to learning styles and learning strategies; these concepts measure different constructs regardless of the
fact that they include many similar styles [6], [65]. On many occasions, the term learning style is imprecisely
used as an umbrella term for both cognitive and learning styles [67]. Hartley distinguishes between the two
terms: a cognitive style is characteristically an approach to different cognitive tasks, whereas a learning style
is characteristically an approach to different learning tasks [5].
There are also differences in terms of the nature and the number of style elements. The majority of
cognitive style models present bipolar styles discussed in theoretical or academic research. As such, most
learning styles deviate from this bipolar model and are discussed in the context of their practical applications
[68]. Cognitive styles are more structured and are not dependent on learning situations in the same way as
learning styles [5]. As both are developed based on different theoretical perspectives, scores for these
measurements cannot be exchanged for constructs with similar labels and definitions [65]. Cognitive styles
include multiple cognitive processes such as problem solving, thinking, and remembering, which are distinct
and rare components of learning styles [34]. Thus, we can say that an individual’s distinctive and typical
overall way of cognitive processing is a cognitive style, whereas his or her characteristic mode or way of
learning in a learning situation is called a learning style.
Evans et al. differentiated between the two terms: cognitive styles are considered to be individual
differences in processing that are integrally linked to a person’s cognitive system (the person’s preferred way
of processing) [67]. According to Peterson, Armstrong & Rayner, these are partially fixed, relatively stable
and possibly innate preferences [69]. From this perspective, learning styles were described as an individual’s
preferred way of responding (cognitively and behaviorally) to learning tasks that change depending on the
environment and context and thus are seen as malleable. Armstrong, Peterson and Rayner conclude that
cognitive styles are individual differences in preferred ways of processing information through cognitive
brain-based mechanisms and structures [70]. Perceiving, organizing and analyzing information are examples
of such processing. These influence the behavior of the individual. These seem to be relatively stable and
possibly innate. Learning styles are the individual’s preferred ways of responding and have cognitive and
behavioral dimensions. They may change with the environment and context. They affect motivation and
attitude toward learning and determine performance. Nevertheless, Smith verified that learning style and
cognitive style are independent of each other and different as constructs [4]. As such, different approaches
and treatments are required to reveal the mysteries of human learning.
An excess of different learning styles, definitions, and measurement instruments has baffled
researchers and practitioners, policy makers, and novices in the field. Better knowledge of learning styles,
accompanied by advancements in information technology, could benefit the learning experiences of different
types of students in large classes. Limited research confirming the relationship between learning styles and
learning outcomes has resulted in opposition and hesitation to apply learning style research beyond
experiments in actual classroom settings [51]. Learning style researchers should focus on the following
aspects to make learning style research more practical and valid.
According to Wong, learning styles are not culturally structured but rather are contextual [71].
We may infer that learning styles tend to be modified by experience, context and exposure. This argument is
supported by many studies. Vermunt found that students’ learning patterns on inventories of learning styles
were associated with personal and contextual factors such as academic discipline, prior education, age and
gender, which may have significant relationships to teaching methods [50]. In other study it was found that
personality, education, profession, job role and individual adaptive competencies are responsible for shaping
learning style [38].
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Hall & Moseley gave direction to the much-debated field of cognitive and learning styles [72]. They
proposed that learning style research should help the individual to overcome a particular style, and thus the
focus should be on strategies rather than labeling an individual with a particular style, which can limit the
learner’s ambition. Instead, descriptions of learning styles should be tools used to break the chains of habit
and limitation. Moreover, potential future learning style research should move in the direction of exploring
transitions in learning styles at various life stages. It should devise ways of integrating with pedagogical
frameworks and interacting with individual learning differences and personalities in studies meant for
evidence based publications [67]. There is also a need to devise feasible frameworks and pedagogies
embedded in concepts of learning styles [35], [73].
5. CONCLUDING REMARKS
Grey areas have been identified as challenges for future cognitive style research. These include
research methodology, valid and reliable measurement tools based on specific theoretical grounds in
psychological cognitive theories, and applying proposed frameworks and models to actual
classroom/organizational situations. Previous studies of cognitive styles have relied on quantitative,
cross-sectional and single source designs and obtained information through self-reports, sample surveys and
student samples. It is then necessary to focus on overarching conceptual clarifications of other individual
differences using multi-method and multisource approaches. Collaboration among different regions should
also be encouraged [74].
Cognitive style research should be supported by advancements in other fields and areas of
psychology. Blazhenkova & Kozhevnikov incorporated developments in research on the human visual
system and developed a new model, the Object-Spatial Imagery and Verbal model, in line with the
dimensions of the old visual verbalizer style [75]. Similarly, Thomas & McKay investigated
verbalizer-visualizer styles and their measurement and proposed a new dimension: visual-verbalizer
bipolar [15]. In future research, the bipolarity of different cognitive styles should be questioned and evaluated
because everyone is gifted with some degree of each style dimension [66]. Kozhevnikov, Hegarty and Mayer
and Kozhevnikov, Kosslyn & Shephard discovered that the visual system has distinct systems used to process
objects’ properties and spatial properties [76], [77]. They have recommended that future research should
probe why people who are good at object imagery have a propensity not to develop and use their spatial
imagery ability and vice-versa. Similarly, how can people who perform poorly in one of the imagery
dimensions be helped so that they can use their less-developed imagery skills more effectively?
There is also evidence that the social environment plays an important role in the development of
different cognitive styles. Researchers have found empirical evidence that field-independent and field-
dependent cognitive styles originate and develop in social environments and social settings. Field-dependent
children become field-independent with exposure to technology, culture and experience [78]. Individual
differences that are responsible for school success, along with cognitive and learning styles, can minimize or
maximize the effect of cognitive styles in school-based learning [17]. However, for this to happen,
researchers should explore the relationship between cognitive styles and motivation, attention, self-
regulation, self-efficacy and emotions [19].
The predictive ability of working memory in the prediction of learning outcomes in different
subjects was identified by Alloway, Banner, and Smith [79]. Future research should explore interventions to
help students with low working memory using interactions between cognitive style designs and strategies. In
line to what being highlighted by Kozhevnikove, the integration of different cognitive styles into a unified
theory embedded in cognitive and neuropsychological research, the solution of bipolarity constraints, the
relationship between personality and environment, and the development of models for strategy choice and
adaptability should all be addressed by cognitive style researchers [1]
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