Learning Styles Preferences of Spanish Students between 11 and 15 years of age
Supporting Agencies
- Este trabajo ha sido financiado por la Universidad Internacional de la Rioja (UNIR). Se enmarca dentro del proyecto de investigación titulado “Revisión Sistemática sobre la existencia y utilidad de los Estilos de Aprendizaje y análisis de las preferencias de estilos de aprendizaje de estudiantes españoles de entre 11 a 15 años” concedido por UNIR tras la convocatoria interna de proyectos de investigación de julio de 2020.
Abstract
Learning styles are personal preferences for receiving, collecting, processing, and interpreting information. To assess this construct, various instruments have been designed, including the Index of Learning Styles (ILS), which is used in this study. The aim of this paper was to analyze the learning style preferences of Spanish students aged 11 to 15 years according to some sociodemographic variables, using a non-experimental cross-sectional design. The results indicate that the students have a primarily active, sensitive, visual, and sequential style; the preferred channel for receiving information is visual versus verbal. The prevalence of reflective learning styles is higher in female students than in male students. Those who study in public schools tend to be more visual, intuitive, and global in their learning processes than those who attend subsidized schools. Those in larger localities (urban areas) tend to have more sensitive, verbal and sequential learning styles, while in rural areas, the process of learning is slightly more intuitive, visual and global. The effect size is small regarding gender, school ownership and environment. However, in terms of school year, the effect size is moderate: students in higher grades tend to be more sensitive and visual than those in lower grades, who are more intuitive and, above all, more verbal. Knowing about learning styles is useful to design and adapt the training processes to the classroom differences.
Downloads
References
Alonso, C. M. y Gallego, D. J. (2002). Tecnologías de la información y la comunicación. Revista de Educación. 329, 181-205.
Altun, H. (2019). Investigation of High School Students' Geometry Course Achievement According to Their Learning Styles. Higher Education Studies, 9(1), 1-8. https://doi.org/10.5539/hes.v9n1p1
Babu, U. M. y Kalaiyarasan, G. (2020). A Study on Learning Style of Higher Secondary School Students. Shanlax International Journal of Education, 9(1), 163-168. https://doi.org/10.34293/education.v9i1.3389
Badía, J. M., Barrachina, S. Castaño M. A. y Fernández J. C. (2011). ¿Cómo aprenden los estudiantes de Informática? JENUI 2011: XVIII Jornadas de Enseñanza Universitaria de la Informática (pp. 195-202). Universidad Jaime I de Castellón.
Barri, M. A. (2019). A Simulation Showing the Role of Central Limit Theorem in Handling Non-Normal Distributions. American Journal of Educational Research, 7(8), 591-598. https://doi.org/10.12691/education-7-8-8
Cazau, P. (2004). Estilos de aprendizaje: Generalidades. https://esba-nqn.infd.edu.ar/sitio/wp-content/uploads/2020/03/Estilos-de-Aprendizaje-Cazau.pdf
Cohen, J. (1969). Statistical power analysis for the behavioral sciences. Academic Press.
Cowan, M. (2014). Generation Z: The new kids on the block have arrived. Retrieved September, 30, 191-205.
Dantas, L. A. y Cunha, A. (2020). An integrative debate on learning styles and the learning process. Social Sciences & Humanities Open, 2(1), 2-5. https://doi.org/10.1016/j.ssaho.2020.100017
Diago, M. L., Cuetos, M. J., y González, P. (2018). Análisis de las herramientas de medición de los Estilos de Aprendizaje. Revista de Educación, 381, 95-131. doi: https://doi.org/10.4438/1988-592X-RE-2017-381-382.
Dunn, R. (1990). Rita Dunn answers questions on learning styles. Educational leadership, 48(2), 15-19.
Eid, A. B., Almutairi, M., Alzahrani, A., Alomair, F., Albinhamad, A., Albarrak, Y. y Abdulrahman, K. B. (2021). Examining learning styles with gender comparison among medical students of a Saudi University. Advances in Medical Education and Practice, 12, 309-318. https://doi.org/10.2147/AMEP.S295058
Felder, R. M. (2020). Opinion: Uses, Misuses, and Validity of Learning Styles. Advances in Engineering Education, 8(1), 1-16.
Felder, R. M. y Soloman, B. A. (1997). Index of Learning Styles. https://www.webtools.ncsu.edu/learningstyles/
Fleming, N. D. (2011). Teaching and learning styles: VARK strategies. IGI global
Freiberg, A., D'Anna, A., Vigh, C y Berenguer, D. (2017). Estilos de aprendizaje y su relación con variables sociodemográficas y académicas en estudiantes universitarios de Buenos Aires. Academo Revista de Investigación en Ciencias Sociales y Humanidades, 4(1), 1-16.
García, C., Castañeda, E., y Mansilla, J. M. (2018). Experiencia de innovación en el aula desde la autorregulación y los estilos de aprendizaje. Tendencias pedagógicas, 31, 137-148. https://doi.org/10.15366/tp2018.31.008
Gibson, E. J. (1969). Principles of perceptual learning and development. Appleton-Century Crofts.
Gonçalves, R. A., Correira, L. K., Marques, V. A. y da Costa, J. W (2019). Relationship between learning styles and characteristics of accounting students: an investigation based on Felder & Silverman model (1988). Revista Mineira de Contabilidade, 20, 59-72. https://doi.org/10.21714/2446-9114RMC2019v20net05
Green, J., Camilli, G. y Elmore, P. (2006). Complementary methods in education research. L. erlbaum.
Heidari, S., Babor, T. F., De Castro, P., Tort, S. y Curno, M. (2019). Equidad según sexo y de género en la investigación: justificación de las guías SAGER y recomendaciones para su uso. Gaceta Sanitaria, 33, 203-210. https://doi.org/10.1016/j.gaceta.2018.04.003
Hervás, R. M. (2003). Estilos de enseñanza y aprendizaje en escenarios educativos. Grupo Editorial Universitario.
Honey, P. y Mumford, A. (1992). The manual of Learning Styles. P. Honey Publications.
Iftode, D. (2019). Generation Z and learning styles. SEA–Practical Application of Science, 7(21), 255-262. https://doi.org/10.2139/ssrn.3518722
Instituto Nacional de Estadística (2021). Cifras de población/Indicadores demográficos básicos. Datos provisionales a 1 de enero de 2021. INE. https://www.ine.es/dyngs/INEbase/es/operacion.htm?c=Estadistica_C&cid=1254736176951&menu=ultiDatos&idp=1254735572981
Johnson, R. B., Onwueguzie, A. J. y Turner, L. A. (2007). Toward a Definition of Mixed Methods Research. Journal of Mixed Methods Research, 1(2), 112-133. https://doi.org/10.1177/1558689806298224
Kolb, D. (1984). Experiential Learning. Prentice Hall Inc.
Ley Orgánica 8/2013, de 9 de diciembre, para la mejora de la calidad educativa. (2013). Boletín Oficial del Estado, 295, de 10 de diciembre de 2013, 122868 a 122953. https://www.boe.es/buscar/doc.php?id=BOE-A-2020-17264
Loayza, E. (2019). Funcionamiento familiar y estilos de aprendizaje en estudiantes de la institución educativa túpac amaru II. Universidad Católica los Ángeles de Chimbote. http://repositorio.uladech.edu.pe/handle/123456789/14165
Marcos, B., Alarcón, V., Serrano, N., Cuetos, M. J. y Manzanal, A. I. (2020). Aplicación de los estilos de aprendizaje según el modelo de Felder y Silverman para el desarrollo de competencias clave en la práctica docente. Tendencias pedagógicas. 37, 104-120. https://doi.org/10.15366/tp2021.37.009
Martín, J. M. S., González, M. L. C. y Garrido, M. C. D. (2018). Estilos de aprendizaje e inteligencia emocional de estudiantes venezolanos en educación media general y tecnológica. Areté: Revista Digital del Doctorado en Educación de la Universidad Central de Venezuela, 4(8), 37-60.
Mašić, A., Polz, E. y Bećirović, S. (2020). The relationship between learning styles, GPA, school level and gender. European Researcher, 11(1), 51-60. https://doi.org/10.13187/er.2020.1.51
Rahadian, R. B. y Budiningsih, C. A. (2018). What are the suitable instructional strategy and media for student learning styles in middle schools? arXiv preprint arXiv:1801.05024.
Rahman, A. y Ahmar, A. (2017). Relationship between learning styles and learning achievement in mathematics based on genders. World Transactions on Engineering and Technology Education, 15(1), 74-77. https://doi.org/10.26858/wtetev15i1y2017p7477
Ríos, R. P. (2019). Las Teorías de Enseñanza y los Estilos de Aprendizaje y los Modelos Teóricos para ajustarlos. Revista Internacional de Aprendizaje en la Educación Superior, 6(1), 21-34. https://doi.org/10.37467/gka-revedusup.v6.1739
Ros, N., Cacheiro, M. L. y Gallego, D. J. (2017). Preferencias en estilos de aprendizaje de los alumnos que cursan los estudios de bachillerato en la región de Murcia. Tendencias pedagógicas, 30, 105-116.
Sebio, R. (2018). El Aprendizaje Visual como herramienta de mejora e innovación en Educación Secundaria Obligatoria. [Trabajo fin de master]. Universidad de las Islas Baleares.
Seneler, C. y Petrie, H. (2018). Adaptation of the Felder-Soloman index of learning styles (ILS) into Turkish and an assessment of its measurement quality. Dokuz Eylül Üniversitesi Sosyal Bilimler Enstitüsü Dergisi, 20(4), 711-736. https://doi.org/10.16953/deusosbil.332763
Sener, S. y Çokçaliskan, A. (2018). An investigation between multiple intelligences and learning styles. Journal of Education and Training Studies, 6(2), 125-132. https://doi.org/10.11114/jets.v6i2.2643
Tee, T. K., Yunos, J. M., Kuppusamy, B., Yee, M. H., Mohamad, M. M., Othman, W. y Hanapi, Z. (2015). The Pattern of Learning Styles among Second Year Students in Business Management and Hospitality Programs at One of The Vocational College in Northern Zone. Procedia-Social and Behavioral Sciences, 204, 62-72. https://doi.org/10.1016/j.sbspro.2015.08.11
Copyright (c) 2022 Journal of Educational Research
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
The articles and scientific documents published in RIE abide the following conditions:
1. The Servicio de Publicaciones de la Universidad de Murcia (the publisher) has the property rights (copyright) of all the documents published and allows the reuse under the user’s license indicated in point 2.
2. All documents are published in the digital edition of RIE under a Creative Commons Reconocimiento-NoComercial-SinObraDerivada 3.0 España (legal document) license. These documents can be copied, used, distributed, communicated and explained publicly if: i) the author(s) and its original source of publishing (magazine, publisher and URL of the document) are cited; ii) it is not used for commercial purpose; iii) the existence and the specifications about this license are mentioned.
3. Auto-archive’s conditions. The authors are allowed and encouraged to digitally distribute the pre-print versions (a version before evaluation) and/or post-print (a version that it is already evaluated and accepted to its publication). This promotes circulation and distribution earlier and can increase the citations and significance within the academic community.
