Abstract
A study was conducted to determine MARA Professional Colleges students' perception on learning style. The study builds on the Dunn and Dunn model and instruments of learning style. This model believes that students' preferences and learning outcomes are related to factors other than intelligence, such as environment, opportunities to move around the classroom, working at different time of the day and taking part in different types of activity. The learning style dimension studied are environment, emotional, sociological, physiological and psychological. Data were collected via questionnaires from 508 students. The study utilizes correlation and regression statistics to analyse the data. The finding of the survey show there is a relationship between the five dimension measured environment (r=0.006), emotional (r=0.624), sociological (r=0.138), physiological (r=0.260) and psychological (r=0.431). Emotional contributed the most which is 28.3%, followed by psychological (9.4%), sociological (1.9%), physiological (1%) and environment does not contribute towards educational performance. The result suggest that focuses should be given on student's level of motivation, persistence, responsibility and need for structure. It also revealed that environmental elements of sound, light, temperature and furniture or seating design do not contribute to academic performance. The results of the study have valuable implication to the college lecturers and administrators to adapt teaching style and activities to student learning preferences.
Author Information
Mumtaz Begam Abdul Kadir, MARA Profesional College, Malaysia
Paper Information
Conference: ACE2013
Stream: Education
This paper is part of the ACE2013 Conference Proceedings (View)
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To cite this article:
Kadir M. (2014) The Relationship between Students’ Learning Style and Academic Performance in MARA Professional College, Malaysia ISSN: 2186-5892 – The Asian Conference on Education 2013 – Official Conference Proceedings https://doi.org/10.22492/2186-5892.20130127
To link to this article: https://doi.org/10.22492/2186-5892.20130127
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