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Learning Styles and Approaches to Studying: Implications for Achievement

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activist, reflector, theorist, pragmatist (Honey & Mumford, 1992) ... Maidenhead, UK: Peters Honey. Useful references: Marton, F. and S lj , R. (1976a) ... – PowerPoint PPT presentation

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Title: Learning Styles and Approaches to Studying: Implications for Achievement


1
Learning Styles and Approaches to Studying
Implications for Achievement
  • Dr Derek Peters1, Gareth Jones1, Dr John
    Peters2
  • 1School of Sport Exercise Science
  • 2Learning Teaching Centre
  • University College Worcester
  • UK

2
Introduction
  • Learning styles
  • Categories of learning style vary
  • activist, reflector, theorist, pragmatist (Honey
    Mumford, 1992)
  • visual, aural, read/write and kinesthetic of VARK
  • styles are personal attributes of the learner
    (Ramburuth, 1997, cited in Prosser Trigwell,
    1999)

3
  • Approaches to study
  • origins in the work of Marton Säljö (1976 ab)
  • phenomenographic paradigm
  • surface and deep approach to learning
  • clear which approach is considered
  • best for learning
  • most appropriate to Higher Education

4
Purpose
  • To examine student learning using learning styles
    and approaches to studying analysis
  • Make tentative recommendations for HE teachers
    seeking to enhance learning in sports related
    programmes

5
Objectives
  • Identify and evaluate the preferred learning
    styles and approaches to studying of students
    in each of the three levels of sports-related
    undergraduate programmes
  • Relationships between learning styles,
    approaches to studying and grade profiles
  • Recommendations for guidelines for learning,
    teaching and assessment based on discipline
    specific evidence

6
Method
  • Perceptual Learning Style Preference
    Questionnaire (PLSPQ - Reid, 1987)
  • Approaches to Studying Questionnaire (ASQ
    Richardson, 1990)
  • All students on sport-related HE programmes at
    UCW and its partner colleges (possible n450).
  • Academic achievement
  • mean mark for the four modules undertaken in the
    same semester in which the research data was
    collected
  • categorised according to UCW marking and grading
    criteria.

7
Results Sample
  • 231 males
  • 104 yr 1
  • 90 yr 2
  • 37 yr 3
  • 5 UMS courses
  • 3 HND courses
  • 107 females
  • 30 yr 1
  • 55 yr 2
  • 22 yr 3
  • 2 UMS courses
  • 3 HND courses

8
  • Predominantly traditional entry
  • 7 mature
  • 97 white

9
Distribution of mean actual mark for four modules
taken in semester 2 2003/4
E 4
D 24
C 49
B 21
A 2
10
Significant grade findings
  • females higher grades than males (plt0.01)
  • Yr 3 attained higher grades than Yr 1 (plt0.05)
  • No sig. diff. for
  • mature student status
  • programme scheme (UMS vs. HND)
  • course programme
  • entry-level qualification

11
Questionnaire Analysis
  • PLSPQ (Reid, 1987)
  • PCA with five factors enforced identified the six
    subscales.
  • Internal consistency (Cronbachs alpha)
  • Tactile a 0.80
  • Group a 0.91
  • Kinesthetic a 0.72
  • Individual a 0.90
  • revised Auditory a 0.53
  • revised Visual a 0.68

12
Questionnaire Analysis
  • ASQ (Richardson, 1990)
  • PCA concluded that the 8 subscales of the
    questionnaire were not supported by the data!
  • two factor subscales for Meaning (8 items) and
    Reproducing (12 items) orientation
  • modest construct validity (explained only 26.1
    variance)
  • modest internal consistency (a 0.62 and 0.68)
  • Not a useful tool in this population

13
RESULTS learning styles
14
A
K
G
I
15
T
V
Multiple major preferences
16
Inter-relationships?
Spearmans Rank order correlation coefficients
17
Significant findings
  • Course programmes?
  • HND ORM gt tactile than UMS Sports Studies
  • HND ORM lt auditory than UMS Sports Studies, Sport
    Exercise Science plt0.002
  • Yr 3 gt auditory than Yr 1 plt0.02
  • Grade category relationships?
  • Small significant correlation with individual
    learning style category (rho0.247 plt0.001)
  • Small significant negative correlation with group
    learning style category (rho-0.178 plt0.001)

18
RESULTS approach to studying
19
Significant findings
  • No sig. diffs. in Meaning or Reproducing
    orientation between the year groups, courses or
    course programmes
  • Females gt Reproducing orientation scale than
    males (plt0.01)
  • Mature students gt Meaning orientation and lt
    Reproducing orientation than none mature
    students (plt0.05).

20
Approach and grade?
Spearmans Rank order correlation plt0.01,
plt0.001
21
learning styles and approaches to study?
Spearmans Rank order correlation plt0.01,
plt0.001
22
DISCUSSION
  • first collection and analysis of unique
    discipline specific data.
  • females more able to select the necessary
    approach to study for achievement of the task at
    hand?
  • evidence for the effective integration of
    students from diverse backgrounds?
  • increased self-rated level of autonomy in
    successive levels of undergraduate programmes
    related to higher grades - resultant from the
    strategic approach by UCW?

23
CONCLUSIONS 1
  • preferred learning styles identified as
    auditory, kinesthetic and group
  • vast majority of students are multi-modal
  • individual learning style positively related to
    higher grade
  • group learning style negatively related to grade
    category

24
CONCLUSIONS 2
  • positive relationships between meaning
    orientation, perceived autonomy and higher grade
    category
  • negative relationship between reproducing
    orientation and grade category
  • tailor sport learning activities to best fit the
    learning styles of sports students?
  • evidence of use of the full range of learning
    styles in sports students would make this
    approach problematic.

25
Thoughts 1
  • rebalance learning opportunities to emphasis
    particular learning styles while still seeking to
    ensure that all learning styles are supported
  • already inclining certain types of learner to
    undertake HE sports study?
  • FE experiences?
  • Nature vs nurture?

26
Thoughts 2
  • possible to change the approach adopted by
    students over time through alteration of the
    context?
  • longitudinal research?
  • deep approach to learning engendered by
    alterations to the curriculum, teaching methods
    and assessment?

27
Thanks for listening!
  • d.peters_at_worc.ac.uk

28
Useful references
  • Clifford, V.A. (1999). The Development of
    Autonomous Learners in a University Setting.
    Higher Education Research Development, 18 (1),
    115128.
  • Diseth, A. and Martinsen, Ø. (2003). Approaches
    to learning, cognitive style and motives as
    predictors of academic achievement. Educational
    Psychology, 23 (2), 195-201.
  • Gibbs, G. and Coffey, M. (2004). The impact of
    training on university teachers on their teaching
    skills, their approach to teaching and the
    approach to learning of their students. Active
    Learning in Higher Education, 5 (1), 87-100.
  • Harrelson, GL., Leaver-Dunn, D. and Wright, KE.
    (1998). An assessment of learning styles among
    undergraduate athletic training students.
    Journal of Athletic Training, 33 (1), 50-53.
  • Honey, P. and Mumford, A. (1992). The Manual of
    Learning Styles. Maidenhead, UK Peters Honey.

29
Useful references
  • Marton, F. and Säljö, R. (1976a). On qualitative
    differences in learning I outcomes and
    processes. The British Journal of Educational
    Psychology, 46, 4-11.
  • Marton, F. Säljö, R (1976b). On the qualitative
    difference in learning II-Outcome as a function
    of the Learner's conception of the task. British
    Journal of Educational Psychology, 46, 115-127.
  • Prosser, M. and Trigwell, K. (1999).
    Understanding Learning and Teaching The
    Experience in Higher Education. Milton Keynes
    UK SRHE/Open University Press.
  • Reid, J.M. (1987). The learning style
    preferences of ESL students, TESOL Quarterly, 21
    (1), 87-111.
  • Richardson, J.T.E. (1990). Reliability and
    Replicability of the Approaches to Studying
    Questionnaire. Studies in Higher Education 15 (2)
    155-168.
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