There are a variety of means on how to test different learning styles. They can range from personality traits test to learning style inventories. Kolb’s Learning Style Inventory and Hermann’s Brain Dominance Instrument are just two of the many tests available. “The importance of evaluating students’ learning styles and developing instructional methods that teach to specific learning styles has gained considerable support in the field of education, with many organizations and companies offering professional development courses for teachers and educators focused on the topic of learning styles” (Rogowsky et. al., 2015, p. 13).
For some time now, educational research is trying to explore the issue of academic success or achievement. The research has been extended beyond the “simple” issues of intelligence or/and prior academic deeds. In the attempt to identify factors which affect the learning-related performance of learners, there are many learning-related concepts; such as achievement motivation, perception of academic control etc (Cassidy & Eachus, 2000). A concept which has provided some valuable insights into learning, in academic and elsewhere, is learning style. There is a general acceptance that the way in which individuals approach a learning situation has an impact on performance and achievement of the learning outcomes.
31), and that involvement in music is perceived to improve quality of life through providing opportunities for sharing and connecting, linking life events, enhancing well-being, experiencing therapeutic benefits, engaging in spirituality, and structuring daily lives (Hays & Minichiello, 2005). According to Hallam et al. (2013) who found that adult participants of community music activities report social, cognitive, emotional, and health benefits from participating in musical activities and reports from their studies explore various aspects of older adults’ experiences in music-making. Research studies investigating adult music participants have identified benefits and motivating factors. Among personal benefits, fun, enjoyment, and pleasure are frequently mentioned in the adult music literature (Cavitt, 2005; Hall, 2001; Turton & Durrant, 2002), and Cooper (2001) noted that personal pleasure was an important motivating factor for adult piano students.
The wonderful thing about music is that it affects people in many different ways. Music isn’t just something to play or listen to, it’s something to feel. It helps you overcome difficult times in your life and brings you closer to family and friends. Four years ago I started to teach myself how to play guitar and within a few months I fell completely in love with it. Once I started playing, I found it nearly impossible to stop and would continues to play for hours.
Summary The study was conducted to investigate if greater self-awareness in learning styles affects ones’ performance. To measure learning styles, the author conducted various studies and developed Koh’s Learning Styles Profiler (KLSP). Based on the study conducted, it was seen that there was a positive relationship between learning styles and performance and awareness in learning styles affects academic performance. This is based on the rationale that by understanding one’s learning style; learners would then gain a deeper understanding on their effective learning behaviors to develop strategies to enhance learning performance. Theoretical Perspective(s) The adaptation by Claxton & Murrell (1987) on Curry’s onion model was adopted as a
Gardner’s theory of Multiple Intelligences. Gardner’s theory of Multiple Intelligences suggests that individuals have different types of intelligences. Multiple Intelligence teaching methods recognize eight types of intelligence: visual-spatial, linguistic, logical-mathematical, bodily-kinesthetic, interpersonal, intrapersonal, musical, and most recently naturalist. Gardner (1993) stressed that schools should not only focus on linguistic and logical intelligences but also on the diversity of student’s strengths. In this way, the students’ intelligences can be met and challenged.
‘’Having knowledge about the regularity and probability of the creation is very important. This knowledge, called cognitive development, which can be learned over and done with psychological methods and sensory awareness. Warm, helpful when working together with others, as well as the potential to use the five senses of living organisms (the ability to hear, taste, smell, touch and see). These are needed for maximum expansion of the mental or cognitive processes. High-quality child development centers have always placed priority on children's intellectual learning.
The cognitive dimension comprises various challenges for CLD students acquiring a new language. Some key challenges involve not only the cognitive dimensions but also the sociocultural and linguistic dimensions. The bilingual teachers must understand these challenges of their students face in order to meeting the unique and individual needs of the language learners. The cognitive challenges consist of the interrelationships between the cognitive and sociocultural dimensions. Acquisition of a second language interrupts a child’s cognitive development in the first language.
To analyse the relationship between students' academic achievement and their learning styles (Visual, Auditory, Read-write, Kinaesthetic) ii. To identify the most significant factors of learning styles that influencing mathematic achievement of diploma student of UniKL MITEC. 1.1 Significant of Study The findings of this study have important implications for students. Due to the negative impressions towards mathematics, there are very few learners pursuing this field to a higher level. The findings of this study will serve to motivate actuate learners to participate in ample numbers in Mathematics.
ACADEMIC SELF EFFICACY AND ACADEMIC ACHIEVEMENT It is widely accepted that students' academic success is influenced primarily by their cognitive abilities. That is, students with great intellectual potential will often succeed at a higher level than will students with lower ability. However, given that the correlation between IQ and achievement is typically only in the moderate range, it seems reasonable to suggest that cognitive potential does not always translate into attained success. Just as there are intellectually gifted individuals who do not perform well, there exist many lower ability students who perform at or above age or grade expectations. Although it is clear that many variables interact to produce this phenomenon, we will consider the role