Relationship between Learning Styles and Content Based

Academic Achievement among Tertiary Level Students’

Wei Chooi Yi
Faculty of Business and Finance
weicy@utar.edu.my

Hoo Yee Hui

Faculty of Science
hooyh@utar.edu.my

See Jasmine
Faculty of Arts and Social Science
seej@utar.edu.my
University Tunku Abdul Rahman, Malaysia

Abstract
Students’ academic achievements are highly related with their learning styles. Every
individual have their distinctive learning style in which they feel comfortable with their
personality. Due to this phenomenon, this paper aimed to determine the relationship between
learning styles and achievement of tertiary level students’. It also aims to identify the
different learning styles based on gender and variety field of study. This paper will look into
academic performance based on the mid semester test results of student in content based
subjects from difference faculties. The implication of this study is to identify the necessity for
effective learning and teaching strategy based on the majority preferences in different
teaching and learning context.

Keywords: Learning Style, student achievement, gender, fields of study

Introduction

In this globalised world, knowledge is well supported in various domains. A typical learning
situation is no longer restricted to the talk and chalk method. However, it should be noted that
individuals have different learning styles, characteristics, strengths and preferences in the way
individual takes in and process information (Hong and Chan, 2000). Knowing students’ learning
styles can help in various ways to enhance learning and teaching (Garf, Kinshuk, Liu, 2009). The
diversity in teaching and learning styles has beginning to gain more attention as many studies
match their preferred learning styles (Reid 1987; Zhenhui 2001; Too 2009). It is indeed vital for
teachers to have awareness of their learners’ needs, capacities, potentials and learning styles
preferences for effective classroom teaching and learning in this fast growing world. The subject
of learning style had been researched popularly in the past. With little empirical knowledge about
the relationship of learning styles and students’ academic achievement, the need for research in
this area is not only timely, but imperative.

In this study, gender and the different fields of study served as moderator variables in order to
investigate the impact of students’ preferred learning style on their academic achievement.
Educators have to be sensitive to identify and accommodate different learning styles according to
current trends. Sample size of the study was determined by 30 students’ in a tutorial class in a
typical scenario. As such, teachers cannot assume that all their students’ would be able to learn
equally well from what is presented in class. Studies focused on perceptual learning styles have
shown that there are significant differences in learning styles according to gender and different
fields of study (Alumran, 2008).

Model of Kolb’s Learning Style

Kolb’s Learning Styles had been researched popularly in education field such as biology, science,
programming, accounting and engineering (Othman & Othman 2002, Sendil 2009, Hargrove et al.
2008, Wing and Hoi 2010, Yusof, Othman & Karim 2005). In Kolb’s learning style model, there
are four basic learning mode, named concrete experience (CE), Abstract conceptualization (AC),
Reflective observations (RO) and Active experience (AE). The differences between each learning
styles is further classified into the following four types: diverging, assimilating, converging and
accommodating (Kolb, 1984).

i) Diverging Style

CE and RO have dominant learning ability found in an individual with diverging learning style.
They have sharp observation in viewing concrete situations from many different points of view to
generate new ideas. Therefore, they have broad culture interest and interested to gather
information. They are interested in people and tend to be imaginative and emotional, and tend to
specialize in the arts. In formal learning situations, students’ in this learning style prefer to work
in groups, listening with an open mind to different point of views and receiving personalized
feedbacks.

ii) Assimilating Style

AC and RO have dominant in learning ability found in an individual with assimilating learning
style. They are able to understand a wide range of information and putting it into concise and
logical form, and they are less focused on people and more interested in ideas and abstract
concepts. Generally, people with this style will find it more important to accept logical value
rather than practical value. This kind of style is important for effectiveness in information and
science career.

iii) Converging Style

AC and AE have dominant in learning ability found in an individual with converging learning
style. They are able to solve problems and make decisions based on finding solutions to questions
or problems. They prefer to deal with technical tasks and problems rather than with social issues
and interpersonal issues. This learning skill is valuable for effectiveness in specialized and
technology career. In formal learning situations, students’ with this style prefer to experiment
with new ideas, simulations, laboratory assignments and practical applications.

iv) Accommodating Style

CE and AE have dominant in learning ability found in an individual with accommodating

learning style. They rely on people for information rather than their own technical analytical
analysis in solving problems. They have the ability to learn from primary “hands on” experience
and enjoy carrying out plans in new and challenging experiences. Jobs such as marking and sales
are suitable for these learners.

Concrete Experience (CE)

Accomodators Divergers
Active Experimentation Reflective Observation
(AE) (RO)
Convergers Assimilators

Abstract Conceptualization (AC)

Figure 1: Kolb’s experiential learning cycle and basic learning styles

Kolb’s learning styles according to gender

Males and females were perceived to have direct impact on different learning styles. Researchers
have proven that both gender and learning styles have an impact on student’s achievement.
Meanwhile, Sendil (2009) found that there are significant correlation between their learning
styles and gender. Also, Othman and Othman (2004) found that there are no differences in
learning styles between males and females. Wei (2009) found there are no significant differences
in learning style Selmes 1987 based on gender.

On contrarily, some past researcher has indicated that male and female students often have
different learning styles and abilities once they enter into tertiary level of education (Fowler,
Armarego, & Allen 2001; Agogino & Hsi, 1995). According to Alumran (2008), males and
females were found to have different learning styles. Miller et. al. (1990) also found that learning
styles between males and females have direct impact on achievement. This finding complies with
the study conducted by Hargrove et.al. (2008) indicated that female performed better than male
students in School of Engineering at Morgan State University.
Learning styles according to fields of study

In Alumran (2008) research showed that the information technology students were found to be
more Active Learners than the Science students and Law students measured by Index Learning
Styles instrument. Some researchers compared the learning styles of American students across
some academic colleges such as education, Liberal Arts and Business found that the most
preferred learning style was the visual Learning Style (Litzinger et. al. 2005).

Learning styles according to academic achievement

Sendil (2009) conducted a study based on Kolb’s learning styles inventory described that there is
no significant correlation between the student’s learning styles and the academic achievement.
Meanwhile, a quasi-experimental study using Kolb’s learning Cycle strategy showed no
significant interaction effect between learning style and treatment toward student achievement
(Yusof, Othman & Karim 2005).

However, Wing and Hoi (2009) found that there were statistically significant learning style group
effects on student achievement in programming subject using Gregorc Style Delineator (GSD)
learning style.

Based on literature review above, conceptual framework adopted from Kolb’s Learning Styles to
identify students’ academic achievements based on gender (male and female) and fields of study
(Computer science, Finance and English Language students’) is developed. Kolb’s learning style
served as independent variable and student achievement (SA) is dependent variable.

Diverging (D)

Assimilating (AS) Gender (G) Student

Achievement (SA)
Converging (C)
Education Background (ED)
Accommodating (AC)

Figure 2: Conceptual framework adopted from Kolb’s Learning Styles

Methodology

Research Design

The sample groups were conveniently taken from finance, statistics for computer science
students’ and basic professional writing for language classes. Questionnaires were distributed to
30 respondents from each field of study using convenient sampling. Direct observation is
conducted by the focus on participants’ involvements in their tutorial class discussions. The data
collected two weeks after the mid-term examination.

Research Instrument

The research instrument in this study was based on a self-administrated questionnaire. 10 items
were adapted from Fleming and Mill’s (1992) VARK’s inventory to identify respondents’
preferred learning styles. This instrument was adopted to collect participants’ responses to
identify their insights in real-life context as they can easily relate the questions and items with the
scenario given. Modifications of the 10 items based on VARK’S inventory were to meet the
research objectives derived from KOLB’s learning style model. In addition, adopting VARK’s
inventory in this study helps to simplify and tabulate raw data based on numerical dominance.
Pattern of learning style can easily be identified to meet the research objective.

Findings

Learning Style Based on Student Achievement

Student achievement had been categorized into three level named high (80 marks and above),
medium (50-79 marks) and low (49 marks and below). As shown in Table 1 below, 35 students
scored high in their mid-term examination, followed by 40 students scored medium and 15
students’ scores low. Students achieved high score preferred converging learning style, while
majority of the respondents scored medium preferred diverging learning style. Meanwhile, there
are no dominant learning styles found in student who score low.

Student Learning Styles

Frequency
Achievement Diverging Converging Accommodating Assimilating
High 35 10 13 5 7
Medium 40 16 10 11 5
Low 15 4 3 4 4
Total 90 28 26 20 16

Table 1: Learning style based on student achievement

Learning Style According to Gender

45 respondents are selected from each gender and the result show that majority of female
respondents preferred diverging, accommodating and assimilating learning styles while majority
of male students’ preferred converging learning style. The result indicated that female and male
students perceived different learning style as shown in Table 2 below.
 Gender
Learning Styles Frequency
Female Male
Diverging 28 18 10
Converging 26 5 21
Accommodating 20 13 7
Assimilating 16 9 7
Total 90 45 45

Table 2: Learning style according to gender

Learning Style According to Fields of Study

In term of fields of study, finding show that finance students prefer diverging learning style,
computer science students prefer converging learning style and English Language students prefer
accommodating learning style. The finding proved that students from different fields of study
preferred different learning style.

Fields of Study
Learning Styles Frequency
Finance Computer Science English Language
Diverging 28 15 5 8
Converging 26 7 13 6
Accommodating 20 3 6 11
Assimilating 16 5 6 5
Total 90 30 30 30

Table 3: Learning style according to fields of study

Discussions

The task of a facilitator in a higher education institution is to clarify complicated concept and
theories. Existing learning styles which are focus highly on lecturing, handouts/ notes and class
discussion falls on the Assimilating (AS) learning style. Based on this, lecturers have less focus
on student and more interested in putting concise information in a logical form to meet learning
outcomes of student understanding from abstract concept. It is important to identify different
learning styles needs across the different field of study and adopt the preferred learning styles
accordingly.

In this study, the finding indicates that the majority computer science students, regardless gender,
who scored well in mid-term examination, prefer to adopt converging (C) learning styles. They
find it effective to solve problems and experiment with new ideas using practical theories rather
than deal with social issues and interpersonal issues. However, a majority of finance students
prefer diverging (D) learning styles by visualizing information in flow chart, diagram and graph
form. Meanwhile, English language students learn better when they were exposed to group work
and class discussions are fall under accommodating learning style (AC).
Conclusion

The findings of this study suggested that participants’ preferred learning styles have significant
influence on students’ academic achievements. Hence, the finding confirmed the outcome study
being carried out by Wing and Hoi (2009) that there are relationships between learning and
student achievement.

The results also indicated that gender would have a significant influence on students’
achievements. This research finding supported Miller et. al.(1990) proposition that males and
females have direct impact on achievement.
Although the design of questionnaires according to VARK’s is easily conducted in order to gain
insights from students’ distributed across a variety of fields of study through a short period of
time; the preferred learning styles of each students’ could not be clearly identified based on a
single preferred learning style as students’ may adopt more than one learning style concurrently.

The findings of this study should be of interest to greenhorns in the academics who attempt to
explore concepts and practices in teaching trends. New lecturers as well as experienced educators
could be quite unaware of the impacts in current teaching and learning trends to cater students’
needs. Therefore it is evident that by activating and expending practitioners’ repertoire of strategy
use in their respective fields of teaching. It is vital for a teacher to be sensitive and accommodate
to cater for learners’ satisfactions and practitioner attainment.

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Copyright © 2011 Wei C.Y, Hoo Y.H & See J. The author/s assign to Enhancing Learning: Teaching and Learning Conference 2011
a non-exclusive licence to use this document for personal use and in courses of instruction provided that the article is used in full and
this copyright statement is reproduced. The author also grants a non-exclusive license to the organisers of the Enhancing Learning:
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Biodata:

Wei Chooi Yi is a lecturer of the Faculty of Business and Finance and a member of Centre for Learning and
Teaching (CLT), University Tunku Abdul Rahman, Malaysia.

Hoo Yee Hui is a lecturer of the Faculty of Science and a member of Centre for Learning and Teaching (CLT),
University Tunku Abdul Rahman, Malaysia.

See Jasmine is a lecturer of the Faculty of Arts and Social Science, University Tunku Abdul Rahman, Malaysia.