Learning styles and academic achievement among building construction students

This study is conducted to identify how learning styles (LS) influence the students’ academic achievement based on cognitive mastery and vocational elements in Building Construction Subject (BCS) involving the students and teachers of Building Construction Course (BCC) from three secondary vocati...

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Main Author:	Mohamad, Mimi Mohaffyza
Format:	Thesis
Language:	English
Published:	2013
Subjects:	LB Theory and practice of education LB1050.9-1091 Educational psychology
Online Access:	http://eprints.uthm.edu.my/1763/1/24p%20MIMI%20MOHAFFYZA%20MOHAMAD.pdf
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id	my-uthm-ep.1763
record_format	uketd_dc
spelling	my-uthm-ep.17632021-10-11T01:12:17Z Learning styles and academic achievement among building construction students 2013-01 Mohamad, Mimi Mohaffyza LB Theory and practice of education LB1050.9-1091 Educational psychology This study is conducted to identify how learning styles (LS) influence the students’ academic achievement based on cognitive mastery and vocational elements in Building Construction Subject (BCS) involving the students and teachers of Building Construction Course (BCC) from three secondary vocational schools in Johor. Descriptive case study was applied with quantitative and semi-structured interview as supporting components in this study. The quantitative data were gathered based on Felder and Silverman Learning Styles Model (FSLSM), FelderSoloman Index of Learning Styles (ILS) and vocational cognitive elements which consist of the aspects of knowledge, skills and problem solving were taken into account in constructing the question items. Purposive sampling was used to select the schools and stratified sampling procedure was applied in the selection of 128 students as research respondents. Purposive sampling was also chosen to select teachers as respondents for interview. The quantitative data was analyzed in descriptive and inferential statistic involving parametric test; Chi Square and Multivariate Analysis of Variance (MANOVA). Kruskal-Wallis was used for nonparametric test for this study. The content analysis for interview was managed to analyze the narrative text from interview record. The study discovered that students in BCC tend to be visual learners. Visual learners represent the input dimension of FSLSM and the result showed there are significant differences between input dimension with skills and problem solving but not with knowledge. The discussions with teachers revealed that most teachers accommodate students learning styles with cognitive mastery by using visual approach to increase students’ academic achievement. Research findings suggested a few framework of learning styles with vocational elements in BCS and concluded the need for a framework based on the dominant students’ learning style through the cognitive mastery and vocational elements. In conclusion, the research proposed that the Cognitive Learning Styles Framework (C-LSF) could act as a guideline for teachers to facilitate students to learn more effectively and to boost the academic achievement in Building Construction Subject. 2013-01 Thesis http://eprints.uthm.edu.my/1763/ http://eprints.uthm.edu.my/1763/1/24p%20MIMI%20MOHAFFYZA%20MOHAMAD.pdf text en public phd doctoral Universiti Teknologi Malaysia Fakulti Pendidikan
institution	Universiti Tun Hussein Onn Malaysia
collection	UTHM Institutional Repository
language	English
topic	LB Theory and practice of education LB1050.9-1091 Educational psychology
spellingShingle	LB Theory and practice of education LB1050.9-1091 Educational psychology Mohamad, Mimi Mohaffyza Learning styles and academic achievement among building construction students
description	This study is conducted to identify how learning styles (LS) influence the students’ academic achievement based on cognitive mastery and vocational elements in Building Construction Subject (BCS) involving the students and teachers of Building Construction Course (BCC) from three secondary vocational schools in Johor. Descriptive case study was applied with quantitative and semi-structured interview as supporting components in this study. The quantitative data were gathered based on Felder and Silverman Learning Styles Model (FSLSM), FelderSoloman Index of Learning Styles (ILS) and vocational cognitive elements which consist of the aspects of knowledge, skills and problem solving were taken into account in constructing the question items. Purposive sampling was used to select the schools and stratified sampling procedure was applied in the selection of 128 students as research respondents. Purposive sampling was also chosen to select teachers as respondents for interview. The quantitative data was analyzed in descriptive and inferential statistic involving parametric test; Chi Square and Multivariate Analysis of Variance (MANOVA). Kruskal-Wallis was used for nonparametric test for this study. The content analysis for interview was managed to analyze the narrative text from interview record. The study discovered that students in BCC tend to be visual learners. Visual learners represent the input dimension of FSLSM and the result showed there are significant differences between input dimension with skills and problem solving but not with knowledge. The discussions with teachers revealed that most teachers accommodate students learning styles with cognitive mastery by using visual approach to increase students’ academic achievement. Research findings suggested a few framework of learning styles with vocational elements in BCS and concluded the need for a framework based on the dominant students’ learning style through the cognitive mastery and vocational elements. In conclusion, the research proposed that the Cognitive Learning Styles Framework (C-LSF) could act as a guideline for teachers to facilitate students to learn more effectively and to boost the academic achievement in Building Construction Subject.
format	Thesis
qualification_name	Doctor of Philosophy (PhD.)
qualification_level	Doctorate
author	Mohamad, Mimi Mohaffyza
author_facet	Mohamad, Mimi Mohaffyza
author_sort	Mohamad, Mimi Mohaffyza
title	Learning styles and academic achievement among building construction students
title_short	Learning styles and academic achievement among building construction students
title_full	Learning styles and academic achievement among building construction students
title_fullStr	Learning styles and academic achievement among building construction students
title_full_unstemmed	Learning styles and academic achievement among building construction students
title_sort	learning styles and academic achievement among building construction students
granting_institution	Universiti Teknologi Malaysia
granting_department	Fakulti Pendidikan
publishDate	2013
url	http://eprints.uthm.edu.my/1763/1/24p%20MIMI%20MOHAFFYZA%20MOHAMAD.pdf
_version_	1747830863288074240

Learning styles and academic achievement among building construction students

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