Investigation of Students' Different Learning Styles

Survey of student's various learning styles This report investigates various learning styles of the AVCE second grade student group. First, the report provides important notes on the context of the course; it is about how to apply some aspects of the learning theory about learner regulation and related information, and to providing the project management module. In consideration of the theoretical problem, we will prepare the work plan of the project management module, the course plan, and the teaching materials, and will become the director of the next semester.

Felicia Lincoln and Barbara Rademacher have studied the learning style of adult English as a Second Language (ESL) student in Northwest Arkansas with "Learning Style for Community College ESL Students". Differences in learning style between age, gender and country of origin are investigated. A total of 69 adult ESL students in northwest Arkansas participated in seven adult education centers and received a questionnaire on the VARK research style. Most of the participants come from Mexico and El Salvador, ages 23 to 45 years old, women average 10 years older than men. One third of participants chose notes as their favorite learning style. 20% chose a combination of auditory mode, 15% motion sense, 4% visual style and 15% learning style combination. Women prefer auditory learning and multimodal learning, and men like to take notes. Hispanic men select note and kinesthetic learning style well beyond visual or auditory learning patterns

The purpose of this study was to investigate the effectiveness of the PQRST strategy in the reading comprehension of the student, the effectiveness of the PQRST strategy in reading studies of different learning styles, and the interaction between the PQRST strategy and student learning style. We used a 2 x 2 factorial plan in this study. These subjects are the second semester of the Department of Political Science and Social Sciences at Bond Bathso University. Two classes were randomly chosen as samples for this study. In the laboratory class, classes are conducted through translation and reading using the PQRST strategy and classes that are not experimental. Data were analyzed using nonparametric tests: Mann - Whitney U and Kruskal - Wallis. The results of the study show that the PQRST strategy statistically affects students' reading ability compared to classes using translation and reading aloud.