Hubungan antara gaya pembelajaran dengan pencapaian akademik pelajar: Kajian ke atas pelajar tingkatan empat

The aim of this study is to identify the relationship between learning style and academic achievement of a group of students. Two instruments, the adapted Learning Style Inventory (Dunn, Dunn and Price, 1978) and Perceptual Learning Style Preference Survey (Reid, 1984) were administered to a simple...

Full description

Saved in:

Bibliographic Details
Main Author:	Zainab, Yaman
Format:	Thesis
Language:	eng eng
Published:	2008
Subjects:	LB Theory and practice of education
Online Access:	https://etd.uum.edu.my/4815/1/s86090.pdf https://etd.uum.edu.my/4815/2/s86090_abstract.pdf
Tags:	Add Tag No Tags, Be the first to tag this record!

id	my-uum-etd.4815
record_format	uketd_dc
institution	Universiti Utara Malaysia
collection	UUM ETD
language	eng eng
advisor	Ghazali, Mohd Izam
topic	LB Theory and practice of education
spellingShingle	LB Theory and practice of education Zainab, Yaman Hubungan antara gaya pembelajaran dengan pencapaian akademik pelajar: Kajian ke atas pelajar tingkatan empat
description	The aim of this study is to identify the relationship between learning style and academic achievement of a group of students. Two instruments, the adapted Learning Style Inventory (Dunn, Dunn and Price, 1978) and Perceptual Learning Style Preference Survey (Reid, 1984) were administered to a simple random sampling of 132 form four students of a boarding school in Kedah. The data were analyzed using SPSS version 12. Descriptive and inferential statistics were used to answer all the research questions. The results showed that there were significant differences in learning style between male and female students. Male students prefer auditory and group learning style, whereas female students prefer tactile, kinesthetic, visual and individual learning style. Results also indicated that male and female students are found to differ significantly to learning stimuli. Environmental and psychology stimuli affect female students and male students were more affected by emotional and physical stimuli. It was also found that there were significant differences in learning style between science stream and technical stream students. The results showed that technical students prefer tactile and group styles compare to science students. In term of learning stimuli, the results indicated that science students were less affected by all learning stimuli. Using ANOVA, results showed that there were only significant differences in tactile learning style and between female and male students. Results also indicated that only physical stimuli affected students in term of streaming. Pearson Correlation tests conducted to identify the relationship of independent and dependent variables. The results showed that there were weak relationship between group learning style and individual learning style with students' academic achievement. Based on the results, a number of suggestions are made to help teachers in their teaching by accommodating the students' preferred learning stimuli and learning styles to their teaching approaches
format	Thesis
qualification_name	masters
qualification_level	Master's degree
author	Zainab, Yaman
author_facet	Zainab, Yaman
author_sort	Zainab, Yaman
title	Hubungan antara gaya pembelajaran dengan pencapaian akademik pelajar: Kajian ke atas pelajar tingkatan empat
title_short	Hubungan antara gaya pembelajaran dengan pencapaian akademik pelajar: Kajian ke atas pelajar tingkatan empat
title_full	Hubungan antara gaya pembelajaran dengan pencapaian akademik pelajar: Kajian ke atas pelajar tingkatan empat
title_fullStr	Hubungan antara gaya pembelajaran dengan pencapaian akademik pelajar: Kajian ke atas pelajar tingkatan empat
title_full_unstemmed	Hubungan antara gaya pembelajaran dengan pencapaian akademik pelajar: Kajian ke atas pelajar tingkatan empat
title_sort	hubungan antara gaya pembelajaran dengan pencapaian akademik pelajar: kajian ke atas pelajar tingkatan empat
granting_institution	Universiti Utara Malaysia
granting_department	College of Arts and Sciences (CAS)
publishDate	2008
url	https://etd.uum.edu.my/4815/1/s86090.pdf https://etd.uum.edu.my/4815/2/s86090_abstract.pdf
_version_	1747827807315034112
spelling	my-uum-etd.48152015-08-04T00:57:12Z Hubungan antara gaya pembelajaran dengan pencapaian akademik pelajar: Kajian ke atas pelajar tingkatan empat 2008 Zainab, Yaman Ghazali, Mohd Izam College of Arts and Sciences (CAS) Awang Had Salleh Graduate School of Arts and Sciences LB Theory and practice of education The aim of this study is to identify the relationship between learning style and academic achievement of a group of students. Two instruments, the adapted Learning Style Inventory (Dunn, Dunn and Price, 1978) and Perceptual Learning Style Preference Survey (Reid, 1984) were administered to a simple random sampling of 132 form four students of a boarding school in Kedah. The data were analyzed using SPSS version 12. Descriptive and inferential statistics were used to answer all the research questions. The results showed that there were significant differences in learning style between male and female students. Male students prefer auditory and group learning style, whereas female students prefer tactile, kinesthetic, visual and individual learning style. Results also indicated that male and female students are found to differ significantly to learning stimuli. Environmental and psychology stimuli affect female students and male students were more affected by emotional and physical stimuli. It was also found that there were significant differences in learning style between science stream and technical stream students. The results showed that technical students prefer tactile and group styles compare to science students. In term of learning stimuli, the results indicated that science students were less affected by all learning stimuli. Using ANOVA, results showed that there were only significant differences in tactile learning style and between female and male students. Results also indicated that only physical stimuli affected students in term of streaming. Pearson Correlation tests conducted to identify the relationship of independent and dependent variables. The results showed that there were weak relationship between group learning style and individual learning style with students' academic achievement. Based on the results, a number of suggestions are made to help teachers in their teaching by accommodating the students' preferred learning stimuli and learning styles to their teaching approaches 2008 Thesis https://etd.uum.edu.my/4815/ https://etd.uum.edu.my/4815/1/s86090.pdf text eng validuser https://etd.uum.edu.my/4815/2/s86090_abstract.pdf text eng public http://lintas.uum.edu.my:8080/elmu/index.jsp?module=webopac-l&action=fullDisplayRetriever.jsp&szMaterialNo=0000804201 masters masters Universiti Utara Malaysia Ahmad Saat., Syed Jamal Abdul Nasir Syed Mohamad., & Jamaludin Ahmad. (2001). Students' Learning Style: A Case Study of UiTM Pahang. Andrea, Rita Dunn. (2006). Learning style characteristic of adults learners. The Delta Kappa Gamma Buletin, 14-31. Annis, L. F. (1979). Effect of cognitive style and learning passage organization on study technique effectiveness, Journal of Educational Psychology, 71, 620-626. Atan, L. (1980), Kaedah Pengajaran, Fajar Bakti, Kuala Lumpur. Atkinson, S. (1998). Cognitive style in the context of design and technology work. Educational Psychology, 18(2), 183-194. Bandura, A. (1986). Social foundations of thought and action: A social cognitive theory. Englewood Cliffs, N.J: Prentice Hall. Biggs, J. B., & Moore, P. J. (1993). The process of learning (3rd edition) Englewood Cliffs, N.J. Prentice Hall. Canfield, A. (1988). Learning Style Inventory Manual. Los Angeles, CA: Western Psychological Services. Canfield, A. A. & Knight, W. (1983). Learning Style Inventory Manual. Los Angeles, CA: Western Psychological Sevices. Carbo, M., Dunn, R & Dunn., K. (1991). Teaching student to read through their individual learning styles. Prentice Hall. Cavana, R. Y., Delahaye, B.L., & Sekaran, U. (2001). Applied business research Qualitative and quantitative methods, Singapore: Markono Print Media Pte. Cheang, E. K., Amreet, K., & Nik Suria. (1994). A Survey Of The Learning Style Among The ITM Perlis Students In The Study Of The English Language. Presented to Research and Consultancy Centre, lnstitut Teknologi MARA, 40450 Shah Alam, Selangor. David, D. P., & Cartnal, R. B. (1999). Students' learning styles in two classes: Online distance learning and equivalent on-campus. College Teaching 47(4), 130-135. De Bello, T. C. (1990). Comparison of eleven major learning style models: Variables, appropriate populations, validity of instrumentation and the research behind them. Reading, Writing and Learning Disabilities, 6, 203-222. Dille, B., & Mezack, M. (1991). Identifying predictors of high risk among community college Telecourse students. The American Journal of Distance Education, 5(1), 24-35. Dunn, R. (1990), Rita Dunn answers questions on learning styles. Educational Leadership, 48(2). 15-19. Dunn, R. & Griggs, S. (1996). Hispanic American Students and Learning Style. ERIC Digest, ED 393607. Dunn, R., Dunn, K & Price, G. (1978). Learning Style Inventory. Lawrence, KS: Price Systems. Dunn, R., Dunn, K & Price, G. (1982). Manvel: Productivity environmental preference survey. Lawrence, KS: Price Systems. Dunn, R., Beaudry, J., & Klavas, A. (1989). Survey of research on learning styles. Educational Leadership, March, 50-58. Hamidah Jaafar Sidek. (2002). Kajian Ilmiah, Gaya Pembelajaran pelajar terhadap prestasi akademik di UiTM Kampus Arau. Fakulti Sains Kognitif dan Pendidikan Universiti Utara Malaysia. Gagne, Robert Mills. (1975), Essential of Learning for Instructions, Prentice Hall. Hart, L. (1981). Do not teach them, help them learn. Learning, 9(8) 39-40. Hein, T.L. (1997). Learning in Style the write way. European Journal of Physics, 20, 137-141. Hill, J. (1971). Personalized education programs utilizing cognitive style Mapping. Bloomfield Hills, MI: Oakland Community College. Hobbs, D. (1 990). School based community development making connections for improved learning. In Raferty, S. & Mulkey D (Eds). The role of rural schools in community development, pp 57-64, Mississippi State, Ms Southern Rural Development Center. Hobbs, D. (1990). School based community development: Making connections for improved learning, In Raferty S. & Mulkey D. (Eds). The Role of Rural School in Community Development, Missisippi State, MS. Southern Rural Development Center. Honey, P. & Mumford. (1992). Manual of learning styles. Peter Honey, London, UK. James, W.B., & Gardner, D.L. (1995). Learning styles: Implications for distance learning. (ERIC Document Reproduction Service No. EJ 514 356). Keefe, J.W. (1991) Learning Style : An Overview. In NASSP's Student Learning Styles: Diagnosing and prescribing program. Reston, VA: National Association of Secondary School Principals. Keith, T.Z. (1982). Time spent on homework and high school grades: A large-sample path analysis. Journal of Educational Psychology, 74, pp 248-253 Kenneth, D. M. (2003). Classroom Teaching Skills (5th edition), Singapore, Mc Graw Hill. Kerlinger, F.N., & Lee, H.B. (2000). Foundations of Behavioral Research. U.S.A Hareourt College. Kimble, GA. (1961) Hilgard and Marquis' Conditioning and Learning (2nd ed.). New York: Appleton-Century-Crofts. Kogan, N. (1976). Cognitive Styles in Infancy and Early Childhood, New Jersey, Lawrence Erlbaum. Kolb, D.A. (1985). Experiental learning style inventory: Self-scoring inventory and interpretation booklet, Boston Mc Ber & Company. Kolb, D.A. (1976). Learning Style Inventory. Technical Manual. (Massachusetts, Institute for Development Research). Kolb, D.A. (1984). Experiential Learning: experience as the source of learning and development. Englewood Cliffs, N.J,: Prentice-Hall. Krimsky, J.S. (1982). A comparative analysis of the effects on matching and mismatching fourth grade students with their learning style peference for the environmental element of light and their subsequent reading speed and accuracy scores. Unpublished doctoral dissertation, St. John's University. Lester D. C., & Alice C. Terjemahan Habibah Elias (1983). Psikologi Pendidikan Untuk Perguruan. Kuala Lumpur, Dewan Bahasa dan Pustaka. Lipe, M.G. (1989). Further evidence on the performance of female versus male accounting students. Issues in Accounting Education 4(1), 144-152. Maznah lsmail & Yoong Suan. (1995). Kajian Terhadap Pendekatan Pembelajaran Pelajar, Jurnal Pendidik dan Pendidikan, pp. 11-18. Mamchur, Carolyn. (1996). A teacher's guide to cognitive type theory & learning style. Alexandria, VA, ASCD Publishing. Mohd Daud Hamzah. (1990). Pembelajaran dan implikasi pendidikan. Kuala Lumpur: Dewan Bahasa dan Pustaka. Mohamad Saleh Hj Din. (1997). Entrepreneurship Development in Malaysia. Sydney: NSW Agency. Morrison, E. E., Riley, V.L., & Scheirton, L.S. (1997). Curriculum andprogram planning: A study guide for the core seminar. Programs for higher education learning. Nasution (1992). Asas-asas Kurikulum, Bandung, Jemmas. Nielson, B., Dunn, R., Griggs, S., Primavera L., Fitzpatrick, M., Bacilious, Z & Miller, R. (1993). Effects of learning style intervention on college students' retention and achievement. Journal of College Student Development, 34, 364-369. Okpala, C.O., Okpada, A.O., & Smith, F.E. (2001). Parental involvement instructional expenditures, family socioeconomic attributes and student achievement. Journal of Educational Research, Vol. 95(2), 110. Oltman, P.K., Raskin, E. & H.A. (1971). Group Embedded Figures Test. Consulting Psychologists Press: Palo Alto, CA. Orr, K.L., & Davidson, G.V. (1992). The effects of group computer-based instruction and learning style on achievement and attitude. Journal of Educational Multimedia & Hypermedia, 1781-1792. Pintrich, P.R., & Schunk, D.H. (1996). Motivation in education: Theory, research and Application. Englewood Cliffs, NJ:Prentice Hall Inc. Reid, J. (1987). The learning style preference of ESL students. TESOL Quarterly, 21(2), 87-111. Riding, R., & Grimley, M. (1999). Cognitive style and learning from multimedia materials in 11 year children. British Journal of Educational Technology, 30(1), 43-59. Riding, R.J., & Cheema, I. (1991). "Cognitive Styles- An overview and integration", Educational Psychology (11: 3/4). 193-215. Robbins, S.P. (2001). Organizational Behavior. Prentice Hall, UK. Ross, J.L., Drysdale, M.T.B., & Schultz, R.A. (2001). Cognitive learning styles and academic performance in two post secondary computer application courses. Journal of Research on computing in Education, Summer 2001, 33 (40), 400. Sabitha Marican. (2006), Kaedah Penyelidikan Sosial, Prentice Hall, Malaysia. Sharifah Alwiyah Alsagoff. (1988). Psikologi Pendidikan II, Psikologi Pembelajaran dan Kognitif, bimbingan dan Kaunseling, Longman Malaysia Sdn. Bhd. Tumerah Rosmin. (1998). Kajian Ilmiah, Faktor-faktor yang mempengaruhi gaya pembelajaran dan kesannya terhadap pencapaian akademik. Fakulti Sains Kognitif dan Pendidikan Universiti Utara Malaysia. Urbschat, K. S. (1977). A study of preferred learning models and their relationship to the amount of recall of CVC trigrams. Unpublished doctors dissertation, Wayne State, University. Weinberg, F.H. (1983). An experimental investigation of the interaction between modality preference and mode of presentation in the instruction of arithmetic concepts to third grade underachieve. Unpublished doctoral dissertation, St. John's University. Wheeler, R. (1980). An alternative to failure. Teaching reading according to students perceptual strengths. Kappa Delta P Record 17(2), 59-63. Wheeler, R. (1983). An investigation of the degree of academic achievement evidenced when second grade learning disabled students' perceptual preferences are matched and mismatched with complimentary sensory approaches to beginning reading instruction. Unpublished doctoral dissertation, St.John's University. William, F. G. (2000). Effects of learning-style awareness and responsive study strategies on achievement, incidence of study, and attitudes of suburban eightgrade students. National Forum of Special Education Journal, Volume 9E, 2000. Zikmund, W.G. (1991). Business Research Methods (3rd ed) U.S.A. The Dryden Press.

Hubungan antara gaya pembelajaran dengan pencapaian akademik pelajar: Kajian ke atas pelajar tingkatan empat

Similar Items