• Journal of the Korean School Mathematics Society
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• v.16 no.2
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• pp.363-381
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• 2013

The constituents of math learning styles are information recognition and information processing in the cognitive domain and attitudes toward math learning and environments of math learning in the affective domain. Each of the constituents has two opposing styles; there are the visual style and verbal style in information recognition; and there are the whole style and analytical style in information processing. And as for attitudes toward math learning, there are two styles which are the authoritative and goal-oriented style and the practical and entertaining style. Also as for attitudes toward environments of math learning, there are two styles which are the interior-oriented style and exterior-oriented style. There can be classified into 16 types of mathematics learning by the combination of a total of 8 styles of mathematics learning. The purpose of this study was to analyze the preference of the students from three middle schools located in Daegu Metropolitan City to the styles and types of mathematics learning.

• International Commerce and Information Review
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• v.12 no.2
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• pp.109-132
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• 2010

The purpose of this study is to survey the learning strategies and learning styles of the undergraduates in international e-trade simulation education. The set of learning strategies are investigated and the analysis is made how learning styles could affect the learning strategies. The subjects of this study were 112 undergraduates majored in international trade and their classes were using e-trade simulation. It is found that the undergraduates' learning strategy level is not high because the simulation education is not common yet in e-trade classes. The levels of self-efficacy and positive attitudes have high level whereas the expression strategy has the lowest. Strong results were not found among undergraduates' learning styles by each of the 11 strategies except two cases. One is that the undergraduates who had experiences of e-learning have higher level of social strategy than those of non e-learning experience group. The other is that the more the students spend the time in the simulation class, the more they have positive attitudes. This study supports that the simulation can increase the effectiveness of e-trade learning.

• Journal of Korean Academy of Fundamentals of Nursing
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• v.16 no.2
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• pp.200-206
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• 2009

Purpose: The purpose of this study was to analyze nursing students' learning styles and relationship of learning style to participation and academic achievement. Method: The study participants were nursing students in C college learning through problem based learning (PBL). Data were collected using a questionnaire which included Kolb's learning styles. Performance evaluation and paper examination were used to evaluate academic achievement. Results: Most of the students had converger type learning style. Student with a tendency to abstract conceptualization, such as converger type and assimilator type, preferred discussion and presentation. The students with converger type learning style participated and achieved better than students with diverger style. Conclusion: The results indicate that learning style was related to participation and academic achievement. Therefore in order to use PBL effectively, facilitators should consider students' learning styles.

• Journal of Gifted/Talented Education
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• v.22 no.1
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• pp.39-59
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• 2012

This study has two purposes: The first is to compare gifted with non-gifted about learning styles and examine differences in the preference of learning styles between group characteristics depending on gender. The second is to examine differences between gifted and non-gifted about the preference of learning styles. The participants were 152 students from the middle schools in A City. 76 students of them belonged to the gifted group and the rest were non-gifted group. LSDI Learning Styles Diagnostic Inventory has been employed as measurement tools. Besides descriptive statistics, ANOVA, ${\chi}^2$ analysis were used to measure items. The results from data analysis are as follows. First, there was difference in learning styles between gifted and non-gifted. Second, there was not difference in the preference of learning styles between groups depending on the gender. Finally, this study discussed the results and their implication, the direction of future research in understanding and interpreting of learning styles for their practical usages.

• Journal of Korean society of Dental Hygiene
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• v.13 no.2
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• pp.343-350
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• 2013

Objectives : The objective of this study is to analyze about learning styles and self-regulated learning strategies of dental hygiene students and to find methods that may increase learning outcomes by selecting effective learning methods. Methods : The subjects of this study are 524 dental hygiene students in region of chonbuk from May, 2012 to June, 2012. collected informations are analyzed with SPSS. Results : 1. 38.1%, assimilator is most of learning styles of dental hygiene students, followed by 29.7%, converger, 16.2%, diverger, 15.8%, accommodator. 2. 28.0%, converger and diverger are most of subjects whose grade score is between 2.0-2.9, 41.50%, accommodator is most of 3.0-3.4, and 41.61% accommodator is most of 3.5-3.9, and 28.0%, converger is most of subjects whose grade score is more than 4.0. this results has statistically signification(p<0.01). 3. $8.71{\pm}1.78$, assimilation strategy is most self-regulated learning strategies of dental hygiene students, followed by $8.26{\pm}1.94$, control strategy, $7.52{\pm}2.00$, memorization strategy. accommodator is most showed $7.82{\pm}2.24$, $9.13{\pm}1.74$, $8.71{\pm}2.20$ in memorization strategy, assimilation strategy, control strategy. 4. It is showed that assimilator is significantly related with satisfaction for major(p<0.01), accommodator is significantly related with academic records(p<0.05), and diverger is significantly negative related with academic records, through the results of the analysis of factors that affects learning styles. Conclusions : Organizing above results, It is considered that instructor needs to acknowledge learning styles of students through understanding about various learning styles of students, and may has to develop suitable teaching method for students based on that.

• Journal of Gifted/Talented Education
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• v.20 no.1
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• pp.289-316
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• 2010

The purpose of this study was to investigate the relationship between thinking style and learning style of gifted children in elementary school. The subjects were 178 fourth, fifth and sixth grade elementary school students who enrolled in gifted education program. They were given the Thinking Style Questionnaire and the Grasha Reichmann Student Learning Style Questionnaire. Descriptive statistics, correlation analysis and canonical correlation analysis were performed. Results indicated that gifted students prefer legislative, judical, liberal, local, hierarchic, external thinking styles known to be related to creative and critical thinking rather than executive and conventional styles. Meanwhile, in the aspect of learning style, independent learning style than the dependent learning style, competitive style than the collaborative style, and participatory style than the avoiding style were significantly scored higher. The canonical analysis showed that thinking styles and learning styles share 59%(Rc=.77) each other, indicating the two variables had significant close relationship. External, liberal, hierarchic, judical, executive, and liberal thinking styles in the order named showed higher cross loading in the independent variable set, likewise independent, participatory, collaborative, and competitive learning styles in the dependant variable set. The results indicate that the external, liberal, hierarchic, judical, executive, and liberal thinking styles can be the significant predictors of independent, participatory, collaborative, and competitive learning styles. The implications of the study related to the gifted education were discussed in depth.

• English Language & Literature Teaching
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• v.18 no.1
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• pp.217-235
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• 2012

The purpose of this study was to identify the perceptual learning style preferences of 97 Korean EFL students in middle school. Furthermore, it examined if students' learning styles varied in terms of gender and grade level. Data was collected by using Reid's (1987) PLSPQ and a personal background questionnaire and was analyzed by using descriptive statistics, MANOVA, ANOVA, and t-test. The results revealed that subjects had all six major learning styles but among them, auditory, group, and visual styles were the most preferred by them. The results found in this study, presented that Korean EFL middle school students favored learning English through listening, reading and working in groups and that younger students preferred learning through physical involvement and practicum. The findings of this study provide a number of useful insights for EFL and ESL educators and instructors in Korea. The current study suggests that a great number of variables such as culture, learning situation of the target country, age, and grade level can all play important roles in shaping the learning preferences and the learning styles of students. Considering these variables and promoting a curriculum that is interesting, appealing and successful may help maximize student L2 learning.

• Journal of The Korean Association For Science Education
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• v.29 no.2
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• pp.267-275
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• 2009

The purpose of this study was to investigate relations between middle school science teachers' perception of students' learning styles and their teaching style. Data were collected by in-depth individual interviews with 20 experienced science teachers (14 years of teaching experience in average). Results indicated four categories of the relations: i.e. teachers implemented their teaching style (1) matching students' learning styles, (2) supplementing students' insufficient learning styles, (3) teacher-centered, but matching the diverse students' learning styles, and (4) based on their values and convictions. In general, teaching styles of the teachers did not match with their perceptions of students' learning styles. Instead, their teaching styles seemed to be more affected by their personal values and convictions.

• Journal of Information Technology Applications and Management
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• v.27 no.3
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• pp.19-36
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• 2020

The Internet of things (IoT) is a system of interrelated computed devices, digital machines and any physical objects which are provided with unique identifiers and the potential to transmit data to people or machine (M2M) without requiring human interaction. IoT devices can be used to monitor and control the electrical and electronic systems used in different fields like smart home, smart city, smart healthcare and etc. In this study we introduce four imaginary IoT devices as a learning support assistants according to students' dominant learning styles measured by Honey and Mumford Learning Styles: Activists, Reflectors, Theorists and Pragmatists. This research emphasizes the association between students' strong learning styles and a preference to appropriate IoT devices with specific characteristics. Moreover, different levels of IoT devices' architecture are clearly explained in this study where all the artificial devices are designed based on this structure. Data analysis of experiment were measured by the use of chi square test for association and research results showed the statistical significance of the estimated model and the impacts of each category over the model where we finally got accurate estimates for our research variables. This study revealed the importance of considering the students' dominant learning styles before inventing a new IoT device.

• Journal of Korean Elementary Science Education
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• v.17 no.2
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• pp.103-111
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• 1998

The purpose of this study was to investigate the relationship among spatial ability, learning styles, visual-perception- recall abiltiy, and the conceptual construction of the earth and moon's motion. Four paper-and-pencil tests were used to measure students' cognitive variables. Spatial ability was measured by Spatial Visualization Test, visual-perception-recall ability was measured by Rey's Figure which also have used to test visual- perception-recall ability of right-temporal lobes, and VVT were used to investigate students' learning styles. further, the test of concept construction was consisted of 15 items about the earth and moon's motion developed by researcher One hundred and twenty-seven 6th-, one hundred and sixteen 7th-, eighty-seven 9th-grade, ninety-three college students were participated in the investigation of the effects of age and learning style on conceptual construction. In the analysis of students' performances, spatial ability, visual-perception-recall ability, and conceptual achievement showed an increasing pattern with grading. In addition, visual learner's conceptual achievement showed a significantly higher score on conceptual test than verbal learner's(p<0.05). The results of the present study supported tile hypothesis that learning styles would differently influence to learning atmospheric concepts by students'learning styles. This study also indicated to be considered the students' spatial ability in learning atmospheric concepts.