Student Learning Styles and Brain Behavior

Student Learning Styles and Brain Behavior
Author:
Publisher:
Total Pages: 252
Release: 1982
Genre: Education
ISBN:
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Cosponsored by St. John's University (New York) and the Learning Styles Network of the National Association of Secondary School Principals (NASSP), the conference was designed to bring together leading figures in the fields of student learning styles and brain behavior research. Thirty-two papers from the conference are collected in this volume, divided into four sections. Part 1 presents eight papers reporting on attempts to implement learning styles analysis and diagnostic-prescriptive education in schools and classrooms. Among the topics covered are cognitive style mapping, tactual learners, and foreign language learning. Part 2 comprises 16 papers on student learning style assessment models, or instrumentation, and related research. Included are discussions of the group embedded figures test, cognitive profiles, learning style scales, personality structures, reading styles, and learning styles at kindergarten and university as well as secondary school levels. The seven papers in part 3 explore developments in brain behavior research and applications, including the whole brain, the left hemisphere, and nonverbal learning styles. The single article in part 4 suggests some next steps. Three appendices provide the NASSP student learning styles model, an annotated bibliography of selected learning styles instrumentation, and information about the NASSP Learning Styles Network. (Author/RW)

A Quantitative Inquiry Into the Relationship Between Learning Styles, Psychological Types and Standardized Achievement Examination Performance of Nurse Aide Students

A Quantitative Inquiry Into the Relationship Between Learning Styles, Psychological Types and Standardized Achievement Examination Performance of Nurse Aide Students
Author: Sameer Ahmed
Publisher:
Total Pages: 414
Release: 2018
Genre: Academic achievement
ISBN:
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The purpose of this research study was to explore the relationship between learning styles, psychological types and multiple-choice standardized achievement examination performance of nurse aide students with typology being the gross indicator using a non-experimental, comparative and descriptive approach. The study sample included nurse aide students (N = 326) seeking nurse aide certification selected through a stratified random sampling technique. The participation rate for completed MBTI® inventory was 58.42% (N = 326). The learning styles and psychological types were measured against the Myers-Briggs Type Indicator® Form M in North American English. The multiple-choice standardized achievement examination performance of nurse aide students was determined by Illinois Nurse Aide Competency Examination (INACE) conducted in January 2017. All the research questions and hypotheses compared mean of overall test scores and means of overall test scores based on specific duty areas (i.e. communicating information, performing basic nursing skills, performing personal skills, performing basic restorative skills, providing mental health and social service needs, and providing for residents' rights) between different groups using one-way analysis of variance (ANOVA) and one-way multivariate analysis of variance (MANOVA). The findings of the study indicated a statistically significant relationship between mean scores of nurse aide students with Sensing (S) and Intuition (N) learning preferences by perception on overall test performance and test performance based on specific duty areas of the INACE with the mean of nurse aide students with the Sensing (S) learning preference being numerically highest (M = 81.85) than Intuition (N) learning preference (M = 79.96%). Additionally, there were no statistically significant relationships between learning preferences by source of energy (Extraversion-E and Introversion-N), learning preferences by reaction to information or making decisions (Thinking-T and Feeling-F), learning preferences by preference to life style (Judging-J and Perceiving-P), learning preference combinations by orientation to energy and perception (IS, IN, ES, and EN), learning preference combinations by perception and attitude (SP, SJ, NP, and NJ), learning preference combinations by mental process (ST, SF, NF, and NT), and 16 psychological or personality types or learning approaches (ISTJ, ISFJ, INFJ, INTJ, ISTP, ISFP, INFP, INTP, ESTP, ESFP, ENFP, ENTP, ESTJ, ESFJ, ENFJ, and ENTJ) and Illinois Nurse Aide Competency Examination (INACE) performance among nurse aide students. The findings suggested that students with Introversion (I), Sensing (S), Thinking (T), and Perceiving (P) learning preferences had better overall test score on the Illinois Nurse Aide Competency Examination (INACE). Further research with a larger sample is recommended. The findings from the study and review of literature will guide nurse aide trainers and students, improve Illinois Nurse Aide Competency Examination; and increase nurse aide students' retention efforts by utilizing the MBTI® assessment tool along with understanding and implementing the underlying concepts.

Handbook of Individual Differences, Learning, and Instruction

Handbook of Individual Differences, Learning, and Instruction
Author: David H. Jonassen
Publisher: Routledge
Total Pages: 483
Release: 2012-12-06
Genre: Education
ISBN: 1136480994
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Written for teachers, trainers, and instructional designers -- anyone who is responsible for designing or preparing instruction -- this book begins with one basic premise: individual differences mediate learning at all levels and in all situations. That is, some learners find it easier or more difficult to learn some skills or to learn from certain forms of instruction because they vary in terms of aptitude, cognitive styles, personality, or learning styles. This volume describes most of the major differences in a readable and accessible way and demonstrates how to design various forms of instruction and predict the ease with which learners will acquire different skills. Most books that discuss any learner differences focus on those that characterize special education populations, whereas this book focuses on normal learners. Designed as a handbook, this volume is structured to provide easy and consistent access to information and answers, and prescriptions and hypotheses. When definitive answers are not possible because there is no research documentation, the authors suggest theories designed to stimulate future research.

The Relationship of Learning Styles, Personality Types and Mental Ability to Academic Performance

The Relationship of Learning Styles, Personality Types and Mental Ability to Academic Performance
Author: Maria Aprell P. Pedregosa
Publisher:
Total Pages: 101
Release: 2007
Genre:
ISBN:
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Due to the premise that every person is unique, the educational system has to address the differences among the students. Because of the existing diversity among the contemporary learners, classroom teachers cannot consider an entire class as a homogeneous group of individuals who need the same learning experience. Diversity has been a universal concern among the educators and it has been identified as an aspect that needs attention. Three elements of student diversity-learning styles, personality types and the mental ability were considered in the present research. The main goal is to find out whether these elements are associated on how the learners perform in school. A total of 152 female high school students from an exclusive Catholic school participated in the study. Descriptive-correlational research was employed in the process. The Kolb's Learning Style Inventory, Myers-Briggs Type Indicator and Short Form of Academic Attitude were administered to get the necessary data from the respondents. The students' performance was measured with the use of the students GPA (Grade Point Average) from the previous academic year. Mental ability was found to have a slight but definite relationship towards academic performance. The relationship of academic performance with learning styles and personality types were also found to be relevant when the hypothesis was tested at 05 level of significance. The result of this research is expected to benefit the parents, students and the people in the field of education and psychology.