Disparity of learning styles and higher order thinking skills among technical students
Learning styles and higher order thinking skills are an important aspect in teaching and learning especially at higher education institutions. The purpose of this research was to analysis the disparity in learning styles on the level of higher order thinking skills (HOTS) among technical students. A...
Saved in:
| Main Authors: | , , , , , |
|---|---|
| Format: | Article |
| Published: |
Elsevier Ltd.
2015
|
| Subjects: | |
| Online Access: | http://eprints.uthm.edu.my/7447/ http://eprints.uthm.edu.my/7447/1/yee_mei_heong_2_U.pdf |
| Tags: |
Add Tag
No Tags, Be the first to tag this record!
|
| Summary: | Learning styles and higher order thinking skills are an important aspect in teaching and learning especially at higher education
institutions. The purpose of this research was to analysis the disparity in learning styles on the level of higher order thinking
skills (HOTS) among technical students. A total of 375 technical students from four technical universities in Malaysia were
randomly selected as samples. The Kolb Learning Styles Inventory and a set of questionnaires adapted from Marzano Rubrics
for Specific Task or Situations were used as research instruments. This is a quantitative research and the gathered data was
analyzed using SPSS software. The findings indicated that the most dominant learning style among technical students is Doer.
The findings also depict none of the students perceived their thinking skills’ levels to be high. Only four Marzano HOTS,
namely comparing, inductive reasoning, deductive reasoning and investigation are rated at the moderate level. On contrary, nine
Marzano HOTS are rated as low. The Cramer V analysis showed that there is a very low relationship between Kolb Learning
Styles and the level of 13 Marzano HOTS. Besides that, the findings revealed that there is statistically significant difference in
Kolb Learning Styles on the level of 13 Marzano HOTS. However, only two Marzano HOTS are significant difference in Kolb
Learning Styles. Therefore, the identification of learner’s learning styles could serve as initial guide in developing more effective
and conducive teaching-learning environment for learning HOTS. |
|---|