The Effects of Learning Styles and other Psychological Variables on Predicting to Students’ Academic Achievement Based on Learning Evaluation Method in Adolescent Problem and Guidance Class
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Sep 1, 2014
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Abstract
The purpose of this study were to examine psychological variables, covering majors, gender, learning styles, GPAX, attitude to subject, academic self – efficacy and procrastination that predicted academic achievement, including studying interaction among majors, gender and learning styles affected to academic achievement and used GPAX as a controlled variable in evaluation by testing and by case study. Data were collected from 77 bachelor degree students in two classes. The instruments combined all of 80 items Honey & Mumford learning styles, attitude to subject, academic procrastination, academic self – efficacy, academic achievement testing and adolescent problem case study. Data analyses used stepwise regression and MANCOVA. The results found that (1) in evaluation by testing, there were three variables of majors, academic self – efficacy and GPAX of 2.00 – 2.50 that predicted academic achievement by 41.1% (2) in evaluation by case study, there were only learning styles as reflector and theorist that predicted academic achievement by 17.6%. In addition to test interaction among majors, gender and learning styles when controlling GPAX, there were interaction between majors and gender when evaluated by testing (p< 0.01) and there were interaction between majors and learning styles when evaluated by case study (p< 0.01). Furthermore, GPAX did not affect to academic achievement. The applications of all results were discussed.
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References
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Tarhan, L. and Sesen, B. A. (2010) Investigation the effectiveness of laboratory works related to “acids and bases” on learning achievements and attitudes toward laboratory. Procedia Social and Behavioral Sciences 2: 2631-2636.
Vahedi, S. (2011) Canonical correlation analysis of procrastination, learning strategies and statistics anxiety among Iranian female college students. Procedia Social and Behavioral Sciences 30: 1620-1624.
Vandecandelaere, M., et al. (2012) Learning environment and students’ mathematics attitude. Studies in Educational Evaluation 38(3-4): 107-120.
Veselinovska, S. S., Gudeva, L. K. and Djokic, M. (2011) The effect of teaching methods on cognitive achievement in biology studying. Procedia Social and Behavioral Sciences 15: 2521-2527.
Yaratan, H. and Kasapoglu, L. (2012) Eighth grade students’ attitude, anxiety, and achievement pertaining to mathematics lessons. Procedia Social and Behavioral Sciences 46: 162-171.
Yilmaz, C. (2010) The relationship between language learning strategies, gender, proficiency and self-efficacy beliefs: a study of ELT learners in Turkey. Procedia Social and Behavioral Sciences 2: 682-687.
Yilmaz, M., Gurcay, D. and Ekici, G. (2007) Adaptation of the academic self-efficacy scale to Turkish. H.U. Journal of Education 33: 253-259.
Zare, H., Rastegar, A. and Hosseini, S. M. D. (2011) The relation among achievement goals and academic achievement in statistics: the mediating role of statistics anxiety and statistics self - efficacy. Procedia Social and Behavioral Sciences 30: 1166 - 1172.
Zhu, Y., et al. (2011) How does internet information seeking help academic performance?-The moderating and mediating roles of academic self-efficacy. Computers & Education 57(4): 2476-2484.
Zimmerman, B. J. and Kitsantas, A. (2005) Homework practices and academic achievement: the mediating role of self-efficacy and perceived responsibility beliefs. Contemporary Educational Psychology 30(4): 397-417.
Zuffiano, A., et al. (2013) Academic achievement: the unique contribution of self-efficacy beliefs in self-regulated learning beyond intelligence, personality traits, and self-esteem. Learning and Individual Differences 23: 158-162.
Babadogan, C. (2010) The impact of academic procrastination behaviors of the students in the certificate program in English language teaching on their learning modalities and academic achievements. Procedia Social and Behavioral Sciences 2: 3263-3269.
Bahar, H. H. (2010) The effects of gender, perceived social support and sociometric status on academic success. Procedia Social and Behavioral Sciences 2(2): 3801-3805.
Bayrak, B. K. (2012) A study on learning styles of secondary school student’s according to gender and class level. Procedia Social and Behavioral Sciences 46: 843-847.
Carroll, A., et al. (2009) Self - efficacy and academic achievement in Australian high school students: the mediating effects of academic aspirations and delinquency. Journal of Adolescence 32(4): 797-817.
Dinther, M. V., Dochy, F., and Segers, M. (2011) Factors affecting students’ self - efficacy in higher education. Educational Research Review, 6(2): 95-108.
Diseth, A. (2011) Self - efficacy, goal orientations and learning strategies as mediators between preceding and subsequent academic achievement. Learning and Individual Differences 21(2): 191 – 195.
Emamepur, S. and Shams, H. (2004) Study of learning styles in students of university and their relationship with academic achievement and gender. Psychological-educational Researches quarterly of Tarbiyat Moalem 5: 1-24.
Erkol, M., Kisoglu, M. and Buyukkasap, E. (2010) The effect of implementation of science writing heuristic on students’ achievement and attitudes toward laboratory in introductory physics laboratory. Procedia Social and Behavioral Sciences 2(2): 310-2314.
Falch, T. and Naper, L. R. (2013) Educational evaluation schemes and gender gaps in student achievement. Economics of Education Review 36: 12-25.
Felder, R. M. and Silverman, L. K. (1988) Learning and teaching styles in engineering education. Engineering Education 78(7): 674-681.
Ganley, C. M. and Vasilyeva, M. (2011) Sex differences in the relation between math performance, spatial skills, and attitudes. Journal of Applied Developmental Psychology 32(4): 235-242.
Ghazvini, S. D. and Khajehpour, M. (2011) Gender differences in factors affecting academic performance of high school students. Procedia Social and Behavioral Sciences 15: 1040-1045.
Honey, P. and Mumford, A. (2006) Learning styles. [Online URL://brainbasetraining.com/wp -content/uploads/2011/11/learning - styles - Kolb - questionnaire.pdf] accessed on November 20, 2012.
Hussain, I. and Sultan, S. (2010) Analysis of procrastination among university students. Procedia Social and Behavioral Sciences 5: 1897-1904.
Ingles, C. J., et al. (2011) Factorial invariance and latent mean differences of scores on the achievement goal tendencies questionnaire across gender and age in a sample of Spanish students. Learning and Individual Differences 21(1): 138-143.
Jelas, Z. M. and Dahan, H. M. (2010) Gender and Educational performance: the Malaysian perspective. Procedia Social and Behavioral Sciences 7(C): 720-727.
Kaya, E. and Geban, O. (2011) The effect of conceptual change based instruction on students’ attitudes toward chemistry. Procedia Social and Behavioral Sciences 15: 515-519.
Kazemi, F. (2012) Comparison of problem-based learning approach and traditional teaching on attitude, misconceptions and mathematics performance of university students. Procedia Social and Behavioral Sciences 46: 3852-3856.
Koning, B. B. de., et al. (2012) Generation psy: student characteristics and academic achievement in a three-year problem-based learning bachelor program. Learning and Individual Differences 22(3): 313-323.
Monde’jar-Jime’nez, J. and Vargas-Vargas, M. (2010) Determinant factors of attitude towards quantitative subjects: differences between sexes. Teaching and Teacher Education 26(3): 688-693.
Onen, A. S. and Ulusoy, F. M. (2012) The effects of academic motivations of secondary school students on their attitudes towards the chemistry course. Procedia Social and Behavioral Sciences 46: 5397-5401.
Rahmani, J. (2012) Learning styles and academic achievement: a case study of Iranian high school girls’ students. Procedia Social and Behavioral Sciences, 51: 1030-1034.
Rahmanpur, M., Palezeyan, F. and Zamane, B. (2008) Compare learning styles of students who studied engineering with students who studied humanity science in university. MD dissertation, Isfahan University, educational and psychology department.
Rostami, M., Hejazi, E. and Lavasani, M. G. (2011) The relationship between gender, perception of classroom structure, achievement goals, perceived instrumentality and academic achievement in English course third grade middle school students (English as second language) Procedia Social and Behavioral Sciences 29: 703-712.
Rotenstein, A., Davis, H. Z. and Tatum, L. (2009) Early birds versus just-in-timers: The effect of procrastination on academic performance of accounting students. Journal of Accounting Education 27: 223-232.
Sample, J. (n.d.). Understanding your learning styles. Psych Press. [Online URL: WWW.psychpress.com.au/psychometric/products/others/LSQ%20report%20(sample).pdf] accessed on November 20, 2012.
Sen, S. and Yilmaz, A. (2012) The effect of learning styles on students’ misconceptions and self-efficacy for learning and performance. Procedia Social and Behavioral Sciences, 46: 1482-1486.
Shaw, R. (2012) A study of the relationships among learning styles, participation types, and performance in programming language learning supported by online forums. Computers & Education 58: 111-120.
Tarhan, L. and Sesen, B. A. (2010) Investigation the effectiveness of laboratory works related to “acids and bases” on learning achievements and attitudes toward laboratory. Procedia Social and Behavioral Sciences 2: 2631-2636.
Vahedi, S. (2011) Canonical correlation analysis of procrastination, learning strategies and statistics anxiety among Iranian female college students. Procedia Social and Behavioral Sciences 30: 1620-1624.
Vandecandelaere, M., et al. (2012) Learning environment and students’ mathematics attitude. Studies in Educational Evaluation 38(3-4): 107-120.
Veselinovska, S. S., Gudeva, L. K. and Djokic, M. (2011) The effect of teaching methods on cognitive achievement in biology studying. Procedia Social and Behavioral Sciences 15: 2521-2527.
Yaratan, H. and Kasapoglu, L. (2012) Eighth grade students’ attitude, anxiety, and achievement pertaining to mathematics lessons. Procedia Social and Behavioral Sciences 46: 162-171.
Yilmaz, C. (2010) The relationship between language learning strategies, gender, proficiency and self-efficacy beliefs: a study of ELT learners in Turkey. Procedia Social and Behavioral Sciences 2: 682-687.
Yilmaz, M., Gurcay, D. and Ekici, G. (2007) Adaptation of the academic self-efficacy scale to Turkish. H.U. Journal of Education 33: 253-259.
Zare, H., Rastegar, A. and Hosseini, S. M. D. (2011) The relation among achievement goals and academic achievement in statistics: the mediating role of statistics anxiety and statistics self - efficacy. Procedia Social and Behavioral Sciences 30: 1166 - 1172.
Zhu, Y., et al. (2011) How does internet information seeking help academic performance?-The moderating and mediating roles of academic self-efficacy. Computers & Education 57(4): 2476-2484.
Zimmerman, B. J. and Kitsantas, A. (2005) Homework practices and academic achievement: the mediating role of self-efficacy and perceived responsibility beliefs. Contemporary Educational Psychology 30(4): 397-417.
Zuffiano, A., et al. (2013) Academic achievement: the unique contribution of self-efficacy beliefs in self-regulated learning beyond intelligence, personality traits, and self-esteem. Learning and Individual Differences 23: 158-162.