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Cognitive-learning styles conceptual framework in vocational education

This study was conducted to analyze how learning styles influence the students’ academic achievement based on cognitive mastery and vocational elements. Descriptive case study was applied with quantitative and semi-structured interview as supporting components in this study. The quantitative data we...

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Main Authors: Mohamad, Mimi Mohaffyza, Yee, Mei Heong, Tee, Tze Kiong
Format: Article
Language:English
Published: Medwell Journals 2017
Subjects:
L Education (General)
LB1050.9-1091 Educational psychology
LC1041-1048 Vocational education (General)
Online Access:http://eprints.uthm.edu.my/5298/1/AJ%202017%20%28752%29.pdf
http://eprints.uthm.edu.my/5298/
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spelling my.uthm.eprints.52982022-01-09T02:49:00Z http://eprints.uthm.edu.my/5298/ Cognitive-learning styles conceptual framework in vocational education Mohamad, Mimi Mohaffyza Yee, Mei Heong Tee, Tze Kiong L Education (General) LB1050.9-1091 Educational psychology LC1041-1048 Vocational education (General) This study was conducted to analyze how learning styles influence the students’ academic achievement based on cognitive mastery and vocational elements. Descriptive case study was applied with quantitative and semi-structured interview as supporting components in this study. The quantitative data were gathered based on Felder and Silverman Learning Styles Model (FSLSM), Felder-Soloman Index of Learning Styles (ILS) and vocational cognitive elements which consist of the aspects of knowledge, skills and problem solving were taken into account in constructing the question items. Respondents from Vocational Colleges were involved in this study. Purposive sampling was used to select the schools and stratified sampling procedure was applied in the selection of 128 students as research respondents. Purposive sampling was also chosen to select teachers as respondents for interview. The study discovered that students tend to be visual learners. Visual learners represent the input dimension of FSLSM and the result showed there are significant differences between input dimension with skills and problem solving but not with knowledge. The discussions with teachers revealed that most teachers accommodate students learning styles with cognitive mastery by using visual approach to increase students’ academic achievement. Medwell Journals 2017 Article PeerReviewed text en http://eprints.uthm.edu.my/5298/1/AJ%202017%20%28752%29.pdf Mohamad, Mimi Mohaffyza and Yee, Mei Heong and Tee, Tze Kiong (2017) Cognitive-learning styles conceptual framework in vocational education. The Social Sciences, 12 (5). pp. 855-861. ISSN 1818-5800
institution Universiti Tun Hussein Onn Malaysia
building UTHM Library
collection Institutional Repository
continent Asia
country Malaysia
content_provider Universiti Tun Hussein Onn Malaysia
content_source UTHM Institutional Repository
url_provider http://eprints.uthm.edu.my/
language English
topic L Education (General)
LB1050.9-1091 Educational psychology
LC1041-1048 Vocational education (General)
spellingShingle L Education (General)
LB1050.9-1091 Educational psychology
LC1041-1048 Vocational education (General)
Mohamad, Mimi Mohaffyza
Yee, Mei Heong
Tee, Tze Kiong
Cognitive-learning styles conceptual framework in vocational education
description This study was conducted to analyze how learning styles influence the students’ academic achievement based on cognitive mastery and vocational elements. Descriptive case study was applied with quantitative and semi-structured interview as supporting components in this study. The quantitative data were gathered based on Felder and Silverman Learning Styles Model (FSLSM), Felder-Soloman Index of Learning Styles (ILS) and vocational cognitive elements which consist of the aspects of knowledge, skills and problem solving were taken into account in constructing the question items. Respondents from Vocational Colleges were involved in this study. Purposive sampling was used to select the schools and stratified sampling procedure was applied in the selection of 128 students as research respondents. Purposive sampling was also chosen to select teachers as respondents for interview. The study discovered that students tend to be visual learners. Visual learners represent the input dimension of FSLSM and the result showed there are significant differences between input dimension with skills and problem solving but not with knowledge. The discussions with teachers revealed that most teachers accommodate students learning styles with cognitive mastery by using visual approach to increase students’ academic achievement.
format Article
author Mohamad, Mimi Mohaffyza
Yee, Mei Heong
Tee, Tze Kiong
author_facet Mohamad, Mimi Mohaffyza
Yee, Mei Heong
Tee, Tze Kiong
author_sort Mohamad, Mimi Mohaffyza
title Cognitive-learning styles conceptual framework in vocational education
title_short Cognitive-learning styles conceptual framework in vocational education
title_full Cognitive-learning styles conceptual framework in vocational education
title_fullStr Cognitive-learning styles conceptual framework in vocational education
title_full_unstemmed Cognitive-learning styles conceptual framework in vocational education
title_sort cognitive-learning styles conceptual framework in vocational education
publisher Medwell Journals
publishDate 2017
url http://eprints.uthm.edu.my/5298/1/AJ%202017%20%28752%29.pdf
http://eprints.uthm.edu.my/5298/
_version_ 1738581362093326336
score 13.211869

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