Learning styles and performance on chemistry problem solving of form four students

Learning styles involves the concept that individuals differ in regards to what mode of instruction or study is most effective for them. Thus, students learn best within their own learning styles. Therefore, the aims of this study are (i) to ascertain the dominant type of Kolb’s learning styles amon...

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Main Author:	Lee, Yeng Hong
Format:	Thesis
Language:	English
Published:	2011
Subjects:	L Education (General)
Online Access:	http://eprints.utm.my/id/eprint/32254/1/LeeYengHongMFP2011.pdf
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id	my-utm-ep.32254
record_format	uketd_dc
spelling	my-utm-ep.322542018-05-27T07:42:35Z Learning styles and performance on chemistry problem solving of form four students 2011 Lee, Yeng Hong L Education (General) Learning styles involves the concept that individuals differ in regards to what mode of instruction or study is most effective for them. Thus, students learn best within their own learning styles. Therefore, the aims of this study are (i) to ascertain the dominant type of Kolb’s learning styles amongst Form Four Chemistry students (ii) to determine performance on algorithmic and conceptual problem solving across learning styles (iii) to determine if there any significant differences in performance on algorithmic and conceptual problem solving across learning styles (iv) to find out students’ difficulties when solving the algorithmic and conceptual questions. The findings of this study show that the dominant learning style of Form 4 chemistry students was assimilation. It was found the convergers were the best problem solvers in terms of algorithmic and conceptual questions. One-way ANOVA showed that there were significant differences in the performances on algorithmic and conceptual questions associated with differences in learning style preferences. The findings also showed poor deductive reasoning, poor mathematical skills and unfamiliarity with the symbols used in mathematical expression were the factors which posed difficulties to students in solving algorithmic questions, whereas a poor grasp of concepts at the microscopic level was the factor which impeded students’ problem solving in conceptual questions. 2011 Thesis http://eprints.utm.my/id/eprint/32254/ http://eprints.utm.my/id/eprint/32254/1/LeeYengHongMFP2011.pdf application/pdf en public http://dms.library.utm.my:8080/vital/access/manager/Repository/vital:70382?site_name=Restricted Repository masters Universiti Teknologi Malaysia, Faculty of Education Faculty of Education
institution	Universiti Teknologi Malaysia
collection	UTM Institutional Repository
language	English
topic	L Education (General)
spellingShingle	L Education (General) Lee, Yeng Hong Learning styles and performance on chemistry problem solving of form four students
description	Learning styles involves the concept that individuals differ in regards to what mode of instruction or study is most effective for them. Thus, students learn best within their own learning styles. Therefore, the aims of this study are (i) to ascertain the dominant type of Kolb’s learning styles amongst Form Four Chemistry students (ii) to determine performance on algorithmic and conceptual problem solving across learning styles (iii) to determine if there any significant differences in performance on algorithmic and conceptual problem solving across learning styles (iv) to find out students’ difficulties when solving the algorithmic and conceptual questions. The findings of this study show that the dominant learning style of Form 4 chemistry students was assimilation. It was found the convergers were the best problem solvers in terms of algorithmic and conceptual questions. One-way ANOVA showed that there were significant differences in the performances on algorithmic and conceptual questions associated with differences in learning style preferences. The findings also showed poor deductive reasoning, poor mathematical skills and unfamiliarity with the symbols used in mathematical expression were the factors which posed difficulties to students in solving algorithmic questions, whereas a poor grasp of concepts at the microscopic level was the factor which impeded students’ problem solving in conceptual questions.
format	Thesis
qualification_level	Master's degree
author	Lee, Yeng Hong
author_facet	Lee, Yeng Hong
author_sort	Lee, Yeng Hong
title	Learning styles and performance on chemistry problem solving of form four students
title_short	Learning styles and performance on chemistry problem solving of form four students
title_full	Learning styles and performance on chemistry problem solving of form four students
title_fullStr	Learning styles and performance on chemistry problem solving of form four students
title_full_unstemmed	Learning styles and performance on chemistry problem solving of form four students
title_sort	learning styles and performance on chemistry problem solving of form four students
granting_institution	Universiti Teknologi Malaysia, Faculty of Education
granting_department	Faculty of Education
publishDate	2011
url	http://eprints.utm.my/id/eprint/32254/1/LeeYengHongMFP2011.pdf
_version_	1747815958356951040

Learning styles and performance on chemistry problem solving of form four students

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