The Influence of Students' Learning Styles on Academic Achievements
The main purpose of this study is to examine the influence of students' learning styles on academic achievements. The objectives of the study were 1) to determine the level of academic achievements (CGPA) among undergraduate students of UUM 2) to examine the relationship between learning style...
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| Format: | Thesis |
| Language: | eng eng |
| Published: |
2011
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| Subjects: | |
| Online Access: | https://etd.uum.edu.my/2687/1/Maizatul_Wahidar_Mohd_Roslan.pdf https://etd.uum.edu.my/2687/2/1.Maizatul_Wahidar_Mohd_Roslan.pdf |
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| Summary: | The main purpose of this study is to examine the influence of students' learning styles on academic achievements. The objectives of the study were 1) to determine the level of
academic achievements (CGPA) among undergraduate students of UUM 2) to examine the relationship between learning styles on academic achievements among undergraduate students of UUM. In order to measure the learning styles, six dimension from Grasha-Riechmann Student Learning Style Scales(GRSLSS) namely independent, dependent, collaborative, competitive, contributive and avoidant were used. A total of 55 responses were collected through questionnaire - based survey method representing a total of 92 percent response rate. The process of analyzing the data is done by using SPSS software version 12.00 for descriptive, Pearson correlation and multiple regression technique. Throughout the statistical analysis, it is found that there is a positive and significant relationship between the six independent variables namely independent, dependent, collaborative, competitive, contributive and avoidant on the dependent variable - student's CGPA. The overall findings of the study also indicate that among six independent variable that have been tested, collaborative was the dominant factor that influence on academic achievements among undergraduate students of UUM. The findings were discussed and recommendation for future research and practitioners were also addressed. |
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