KNOWING BETTER: KINETIC MOLECULAR MODEL OF SOLIDS AND
LIQUIDS
CHAPTER 1
PROBLEM AND IT’S SCOPE
INTRODUCTION
The pandemic situation that all of us are facing at the moment may change how the students
learn but it will not hold back their education in any way. They will continue to gain knowledge
and acquire skills, perhaps in an unconventional method and environment, but they can still learn.
They will get to see the significant connection between their learning styles and study habits. They
will also be more deeply aware of your study habits by answering a Study Habits and Learning
Styles Questionnaire that will help you assess the level of your study skills.
Study habits act as another variable connected with distance learners’ performances. Study
habits reflect students’ usual act of studying and also call forth and serve to direct the learner’s
cognitive processes during learning. Study habits includes a variety of activities: time management,
setting appropriate goals, choosing an appropriate study environment, using appropriate notetaking
strategies, choosing main ideas, and organization (Proctor et al., 2006).
Definitions of learning style generally focus on ways of learning. According to Fleming
(2001) learning style is an individual’s preferred way of gathering, organizing, and thinking about
information. It is considered as the behaviors related to the psychological, cognitive, and affective
domains of interaction with learning environments. Learning style involves learners’ preferred
ways to receive, process, and recall information during instruction which is related to learners’
motivation and information-processing habits (Aragon, Johnson, & Shaik, 2002).
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A number of previous studies have investigated the relationship between college students’
learning styles and academic performance, In fact, Moeinikia and Zahed-Babelan (2010) and
Williams, Brown and Etherington (2013) confirm that there is a positive link between learning
styles and academic performance in the university settings. Learning style is defined as the
characteristics, strengths, and preferences in the way how people receive and process information
(Hsieh, Jang, Hwang & Chen, 2011). It also refers to the fact that every person has his or her own
method or set of strategies when learning (Gokalp, 2013). Likewise, James and Gardner (1995) as
cited by Dung and Florea (2012) defined learning styles as a complex process for individual learner
to effectively acquire information. Consequently, Reid (1987) as cited by Ghaedi and Jam (2014)
defines learning styles as the changes among learners in using one or more senses to understand,
organize, and, retain experiences.
As the premise of the present study, Threeton and Walter (2009) affirm that there is a dearth
of learning style studies of students within the trade, technology and industry sector of career and
technical education. Kolb and Kolb (2009) confirm that learning styles differ significantly to
different professional and technical fields of specialization. An individual tends to choose
academic courses where the learning environment nurtures their learning styles. This present study
focused on the assessment of the study habits and learning style preferences of students enrolled
in Grade-XII at Diaz College, with the end goal of contributing to the existing body of knowledge
about the distinct study habits and learning styles of students in these disciplines.
Indeed, continuing to focus on studies is one of the best foundations that they can build.
Specifically, consider the advantages and disadvantages of using effective study habits as your
guide to develop routines—things that you can do on a regular basis which can help you achieve
academic success. They constantly face several things that demand your time for school or family.
But knowing your priorities or what is important in life will guide you to do what is best.
2
This study was carried out among the students of Diaz College enrolled in Grade-XII for
school year 2021-2022. Their conceptual skills, critical thinking, and creative abilities are required
to be developed by the students as their graduate attributes. The development of their good study
habits will make them better learners in their own ways by way of providing effective instructional
strategies and provision of other instructional interventions to improve their academic performance
is necessary. Hence, this study correlated the learning styles preferences, study habits and academic
performance of students enrolled in Grade-XII.
Statement of the Problem
General Problem
Identifying students study habits and learning styles during the pandemic of Grade 12
students in Diaz College school year 2021-2022.
Specific Problems:
1. What study habits do Grade-XII students usually do during this pandemic?
2. How do students enhance their study habit practices, especially at this crisis?
3. What are the most preferred learning styles of students on distance learning?
4. How do these learning styles help the students in learning?
5. Which study habits and learning styles work best for Grade-XII students to achieve
high grades?
3
Objectives of the Study
The primary aim of this study is to determine students’ preferred learning style and study
habits in gaining good academic performance. The general aim is expressed in the following
specific objectives which are to:
•
assess the study habits and learning styles of Grade 12 students at Diaz College in
2021-2022 academic year;
•
cite ways on how to strengthen their effective study habits; and,
•
to determine the effect of study habits and learning styles of grade 12 students on
academic performance at Diaz College school year 2021-2022.
Research Hypotheses
•
Time Management will be the most preferred Study Habits of distance learners.
•
Visual and Verbal learning style will be the most preferred Learning Style of distance
learners.
•
Learning styles and study habits affect differently the academic performance on the
students.
4
Significance of the Study
This study is significant to the following persons and institutions:
Students - This study enables them to assess their learning styles in order to improve their learning.
Through this study, the students are expected to have their own choice of study habits and learning
styles.
Teachers - The output of this study will be able to help them in assisting their students based on
their learning styles. The teachers will also be able to guide their students well in their study skills.
Future Researchers. The findings of this study can provide new information that can be used as
their reference in research and as future educators.
Administrators - The output of this study will enable them to help their teachers in providing
proper guide for their students especially in assessing their learning styles.
The significance of this study is to help students choose a better study habits and learning
styles to have good academic performance during distance learning. The result of this study may
benefit certain groups and may be a good source of information for future use.
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Scope and Delimitation
The main focus of this research is to identify students' preferred learning styles and study
habits during distance learning. The main contribution of this study is to help students choose the
best learning styles and study habits during distance learning that can help them gain good
academic performance and thus, students in the future. There will be 100 respondents of Grade-12
students randomly picked from different strands at Diaz College, Tanjay City, Negros Oriental.
This study will be using the descriptive developmental research method. This method tries
to describe and recognize the academic performance of the students through the use of the Study
Habits Questionnaires and Learning Style Survey. The proposed study is limited only to Grade 12
students who are presently engaged in distance learning amidst a pandemic.
Definition of Terms
Learning Styles- is an individual’s preferred way of gathering, organizing, and thinking
about information.
Study Habits- reflect students’ usual act of studying and also call fort and serve to direct
the learner’s cognitive processes during learning.
Academic performance- is the measurement of student achievement across various
academic subject.
Distance learning- a method of studying in which lectures are broadcast or classes are
conducted by correspondence or over the internet, without the student’s needing to attend a school
or college.
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Theoretical Framework
Study habits of students will be examined using an adapted version of the Study Habits
Inventory from C. Gilbert Wrenn. The original inventory was developed in 1933 and the revised
in 1941. The inventory focused on note taking, concentration, reading and time management skills
(Wrenn, Larsen, & Effectively, 1974). An online modified version of the inventory was available
and this led to the choice of studying this particular inventory. The adapted inventory used in the
study looks at the overall level of study habits among the students based on poor or good study
habits. It is thought that there is a relationship between study habits and academic performance
among students (Aluja-Fabregat & Blanch, 2004; Bashir & Mattoo, 2012). Students with poor
study habits either lack effective or organized study routines while those with good study skills
have more organized routines where they focus more effectively on the work at hand (Gettinger &
Seibert, 2002).
The Index of Learning Styles instrument was developed by Felder and Barbara A. Soloman
and is based off of the Silverman-Felder learning style model was created by Richard Felder and
Linda Silverman. The inventory itself contains 44 questions which seek to assess the preferences
of students based on the four dimensions that constitute the inventory which are sensing/intuiting,
visual/verbal, active/reflective and sequential/global (Felder & Silverman, 1988). The
sensing/intuiting dimension was based on both Carl Jung’s theories and the active/reflective was
based on Kolb’s theories. This model has been applied in the classification of engineering students
(Felder & Silverman, 1988).
The Kolb Learning Style Inventory (KLSI) developed by David Kolb is associated with
experiential learning process. It is characterized by four different stages and these are Concrete
Experience, Abstract Conceptualization, Reflective Observation and Active Experimentation
(Kolb, 1981). He formulated these four stages into two major dimensions: active/reflective and
abstract/concrete. The inventory evaluates individuals based on four learning style preferences:
Diverging, Converging, Assimilating, and the Accommodating (Kolb, 1981).
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Myer-Briggs Type Indicator (MBTI) was developed in 1962 by Isabel Briggs Myer and
Katharine C. Briggs. The MBTI is also based on Carl Jung’s psychological theories (Varughese,
2007; O'Brien, Bernold, & Akroyd, 1998). The model assesses the personality types of individuals
and like other models, consists of four dimensions. It measures the learning style preferences:
extrovert/introvert, sensate/intuitive, feeling/thinking and judging/perceiving and has been used to
classify students doing science (O'Brien, et al., 1998). Two dimensions associated with the KLSI
correlate to two in the MBTI. It was noticed that the Active/Reflective dimension in the KLSI is
essentially the
Extrovert/Introvert
dimension
in
MBTI
and
Concrete/Experience
is
Feeling/Thinking (Kolb, Boyatzis, & Mainemelis, 2001). The model like the KLSI has been used
in the evaluation of science students but in this case engineering (O'Brien, et al., 1998).
Anthony
Grasha
and
Sheryl
Hruska-Riechmann
also
developed
a
model,
GrashaReichmann Learning Style, but unlike the other models which tend to derive from more
personality or psychological traits, it is based on students’ reactions to classroom activities and
settings (Montgomery & Groat, 1998). The model consists of six learning styles but divided into
three dimensions. It evaluates students on competitive/collaborative, avoidant/participant,
dependent/independent learning styles (Montgomery & Groat, 1998). This instrument has been
used in the assessment of both science and social science students (Hamidah, Sarina, & Jusoff,
2009).
Academic performance or achievement represents the amount of knowledge and skills
developed by a student in various courses. The level of academic achievement or success is
measured by tests, assignments and final examination results and is dependent on the standards put
in place by the educational institution (Nuthana & Yenagi, 2009). It has been suggested that those
students with multiple learning styles tend to do better academically than those with just one
dominant style (Abidin, Rezaee, Abdullah, & Singh, 2011)
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Conceptual Framework
Using the model, the following were considered: the use of study habits and learning styles
during this pandemic and the theories where the study is anchored. The process involves the
analysis on what study habits and learning styles helps the students to achieve high grades during
this pandemic. After a thorough analysis, and interpretation of data, the system was developed.
The resulting output of this study is the Study Habits and Learning Styles of Grade-XII students in
Diaz college during this pandemic S.Y. 2021-2022.This is intended to provide knowledge of how
to still stabilize and help the students to assess their study habits and learning styles during this
time of pandemic.
The researcher constructed the conceptual framework using the theories and the problem
statement of the study. This was designed and created to provide a clearer and detailed foundation
of the study.
Figure 1 shows the Conceptual Framework of the Study.
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The main focus is to come up with the knowledge that provide the students on their study
habits and learning styles that helps them to still learn amidst this pandemic, which is anchored on
the theory which inspired the researcher to continue despite of the problems but still embrace on
the process where the researcher believes could result into a better output for the significant people
of this study.
The inputs given by the theories. The process includes the study habits that students usually
do, identifying how to enhance their study habits, the preferred learning styles of the students
during the pandemic, identifying how do these learning styles helps the students in learning, getting
the general average of the students, and by doing this we used that Study Habits and Learning
Styles Questionnaire.
The theory focuses on helping identify the various Study Habits and Learning Styles that
help some students to increase their academic performance. The researcher experienced many
circumstances or obstacles as this study formulated but the researcher believes that their work can
be done easily and with accuracy.
The output is the most effective Study Habits and Learning Styles of Grade-XII students
during this pandemic S.Y. 2021-2022.
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Methodology
This research study aims to discover how study habits and learning styles in distance
learning affects the academic performance Diaz College students, the researcher will use the
descriptive developmental research method. This method tries to describe and recognize the study
habits and learning style of the students through the use of the Study Habits Questionnaires and
Learning Style Survey.
The primary data has been gathered through undertaking surveys and questionnaires from
100 respondents who were studying at Diaz College particularly grade 12 students from all strand.
They were randomly selected to answer the survey questionnaires because of this pandemic.
Research Design
This study makes use of the descriptive developmental research method which facilitates
researchers to gain essential data, as well as the possible outcomes of their study habits and learning
styles during this pandemic. Part of this study has consisted of a sequence of structured survey
questionnaires for the respondents, particularly Grade 12 students who study at Diaz College. This
helps to collect data pertaining on how the study habits and learning styles of students during
distance learning impacts their academic performance. The data collected will be analyze and use
to find out the response to this research problem.
Research Respondents
There will be 100 respondents in this research and will answer the survey questionnaires
which aid as the idea for analysis. They are in-charge in the evaluation and are knowledgeable
enough to answer those questions associated with their learning styles and study habits. Amidst
this pandemic, it is hard to get their opinion however with the use of social media platforms we
conduct a survey online. In undertaking the survey, we comply with the safety protocols as well as
our respondents.
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Research Environment
This study was conducted in Tanjay City, Negros Oriental which researchers gives surveys
questionnaire through online, that helps the researcher to gather information.
The respondents who take the survey questionnaire is very important in conducting
research, through their responses researchers can determine the performance of the respondents
with their chosen Study Habits and Learning Styles.
.
Figure 2. Shows the Map of Tanjay City, Negros Oriental
Research Instrument
The questionnaire will be the major instrument used in this study so that we are secure in
response to certain questions. The questionnaires that we are going to use comes from Study Skills
Questionnaire. This study was designed to obtain information on what learning style and study
habits do students prefer during distance learning. Open-minded questions are used to give the
respondents the opportunity to give their responses and suggestions.
The questionnaire will be the main tool used in this study in order that we are secure in
response to certain questions. The questionnaires that we are going to use comes from Study Skills
Questionnaire, this study was designed to acquire information on what learning style and study
habits do students prefer during distance learning. Open-minded questions are used to provide the
respondents the opportunity to give their responses and suggestions.
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Data Gathering
In having the questionnaire, we see to it that questions have to be related to the research
problem. The researcher will use the questionnaire which is related to the said topic. The handling
of questionnaires will be done through online through the use of Microsoft Forms to answer, the
researchers are facilitated by the retrieval of responses. This procedure also enabled the researcher
to conduct interviews at the same time consecutively. The researchers gathered the responded
questionnaire.
Statistical Treatment of Data
Responses to the questionnaires from students who study at Diaz College were statistically
analyzed with the data requirements of the study. Respondents were statistically analyzed with the
data instruments of the study. To interpret the data effectively, the researcher will employ the
following statistical treatment.
1. For all specific problems the Percentage will be used.
This will be used to determine the frequency counts and percentage distribution of personal
related variables of the respondents. Formula: %= F/N×100 Where:
% is the percentage
F is the Frequency
N is the total number of respondents
100 is a constant value
The rank states the number 1 which is the highest percentage while the lowest number has
the lowest percentage.
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Review of Related Literature
The researcher reviewed some relevant literature what has been written in the literature on
the issue related to the present study about study habits and different learning styles.
Study Habits
The literature in this chapter shows a brief explanation about some theories that support
this study. The study deals with the theories related to study habits, while the researcher decides
this research covered main area of Grade-12 students at Diaz College.
Study habits is a well-planned and deliberate pattern of study, which has attained a form
of consistency on the part of the students towards understanding academic subjects and passing
examination (Pauk, 1962; Deese, 1952; Akinboye, 1974 cited by Oyedeji). Therefore, study can
be interpreted as a planned program of subject matter master. According to Crow and Crow, (2007),
the chief purposes of study are: to acquire knowledge and habits which will be useful in meeting
new situations, interpreting ideas, making judgments creating new ideas and to perfect
skills.
Therefore, successful achievement in any form of academic activity is based upon study,
interpretation and application. Everyone has different study habits. All often, students perform
poorly in school simply because they lack good study habits. In many cases, students do not know
where to begin. Those students in high school who succeed especially well usually study alone and
follow a study technique that has been worked out by them and that incorporates desirable
procedures. Good health, sufficient sleep, appropriate exercise and nutritious diet are essential to
achievement of good study results. Study conditions that are unfavorable include inadequate
lighting, extremes of temperatures, humidity, poor posture, subnormal physical conditions and
emotional disturbance.
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Although habits differ from person to person, some general principles can be derived about
studying efficiently. Here are some good study habits that lead to better academic achievement.
1. Attending classes regularly
2. Taking down notes during teaching
3. Concentrating on study
4. Studying with aim of getting meaning not cramming
5. Preparing a time table
6. Following a time table
7. Having proper rest periods
8. Facing the problems regarding home environment and planning.
9. Facing the challenges posed by school environment
10. Keeping daily survey of work done
Good study habits rest on the attitudes towards work and sense of responsibilities. Child
(1981, p.95) reports that, “studies with human and animal subjects have revealed that an ability to
learn how to solve problems of a given kind can be developed with sufficient practice on tasks of
a similar nature.”
Study habits vary from student to student. Some habits are considered to be more desirable
than others from the point of view of academic achievement. Crow and Crow (2007, p.261)‟s
Educational Psychology states that study requires a purpose and what one learns as a result of study
depends largely upon the degree to which one succeeds in achieving that aim or purpose.
Child (1981, p.95)‟s Psychology and the Teacher asserts that we talk about forming bad or good
habits in many everyday activities in both social and educational contexts. We behave, by and
large, in characteristic ways because we have discovered through experience that some responses
are more effective than others. Sawar et al. (2009) in their analysis on “Study Orientation of High
and Low Academic Achievers at Secondary School Level on Pakistan” revealed that the high
achievers had better study orientation, study attitude than the low achievers.
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Learning Styles
In literature, authors relate the different definitions of learning styles to behaviors that
characterize learning, that is, to the way people interact with the conditions, environments or
structures in which learning occurs. Certain authors also emphasize the presence of physiological,
emotional and affective factors in the definition of learning styles, while others relate them to
strategies or positions taken up by individuals in learning situations (Silva & Oliveira Neto, 2010).
Felder and Silverman (1988) understand learning as a two-step process involving the
receiving and the processing of information. In the receiving phase, external information (captured
by the senses) and internal information (which arises introspectively) are available to the
individual, who selects the material to be processed and ignores the rest. The processing may
involve simple memorization or inductive or deductive reasoning, reflection or action,
introspection or interaction with other individuals. The result is that the material is learned in one
way or another, or else is not learned. Thus, we conclude that learning styles refer to the ways in
which individuals prefer to receive and process information. Palloff and Pratt (2004) state that the
favorite style is the one that students tend to use to approach the studied material, but they also
know how to use other secondary styles, that are weaker because they are not so frequently used.
Thus, this research is based on cognitive theory, which involves the concept of human
learning that is focused more intensely on the processes of encoding, storing and retrieving
information, open to strategic questions, decision making and problem-solving, in which human
beings are an organism acting on the environment and continuously monitoring it in the search for
information, and not just a passive organism that reacts (Belhot, 1997).
Due to the existence of several learning styles and their various classifications and
approaches, educational and psychological researchers began to accumulate these understandings
in categories or inventories, in order to organize the development of this research. Thus, the
learning styles inventories (LSI), instruments to evaluate these styles, emerged.
Learning styles inventories are usually based on bipolar dimensions to represent the
different ways of perceiving and processing information and of making decisions and organizing
lives, and may provide good frameworks for planning education. In literature, there are theoretical
models on which are based certain instruments used to assess the learning styles of college students,
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such as Kolb’s model – LSI (1984), Myers-Briggs’s model – MBTI (1970) and Felder and
Silverman’s model – ILS (1988), whose theory underlies the instrument used in this study.
Felder and Silverman’s model (1988) includes five dimensions of learning styles: (1)
perception – Sensory/Intuitive; (2) input or retention – Visual/Verbal; (3) organization –
Inductive/Deductive; (4) processing – Active/ Reflective and (5) understanding – Sequential/
Global. From these five dimensions, two are copies of aspects from Kolb’s and Myers-Briggs’s
models. The perception (sensory/intuitive) dimension is similar to the perception of both – Kolb
and Myers-Briggs – and the processing (active/reflective) dimension is found in Kolb’s model.
Felder and Silverman included another three dimensions.
The Index of Learning Styles (ILS) is an instrument developed by Richard M. Felder and
Barbara A. Soloman in 1991 at the University of North Carolina, to determine the learning
preferences in four dimensions of Felder and Silverman’s Model (1988). This instrument does not
include the model’s (inductive/deductive) dimension. Figure 1 summarizes the characteristics of
learners according to their learning styles within the four dimensions covered by ILS.
Regarding the reliability and validity of ILS, published papers have tested it abroad, such
as the work of Zywno (2003), Spurlin and Felder (2005), Litzinger et al. (2005; 2007); and in
Brazil, such as Kuri (2004). These studies have demonstrated reliability and validity for the
instrument, indicating that ILS is an adequate psychometric tool to identify learning styles; it also
highlights the accessibility of the instrument, which was translated to several languages. Zywno
(2003) states that it takes many studies with different samples and data to ensure the reliability and
validity of any given instrument, and, therefore, he suggests that research should continue.
Felder (2010) points out that, although the validity of ILS is challenged in Psychology
literature, the most common learning styles inventories have often been used frequently and
successfully to help professors teach effectively, to help students to understand their own learning
processes, and to help both to realize that people are not identical and that differences should be
celebrated. In this work, Felder published an answer to claims that no evidence justifies considering
learning styles in the conception of ways to teach. The author explains that learning styles
preferences and trends are presented by students to process information and respond to certain
teaching situations. They are not infallible guides to students’ behavior, but simply descriptions of
common behavior patterns.
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This study aims to identify students’ learning styles in Distance Education and thus, in order
to guide discussions, the next section presents Distance Education concepts and characteristics, as
well as its features and functionality available in the virtual learning environment.
Distance Education: concepts and features
According to Penterich (2009), Distance Education (DE) was registered in Brazil a little
before 1900. The newspapers of Rio de Janeiro already had ads offering vocational correspondence
courses, sending teaching materials by mail.
Over recent years, distance education has grown substantially in Brazil, especially after the
adoption of the local Law of Education Guidelines (Lei de Diretrizes e Bases da Educação/LDB),
in 1996, which now allows for the use of distance education for educational purposes. The latest
census published by the Anísio Teixeira National Research Institute (Instituto Nacional de Estudos
e Pesquisas em Educação Anísio Teixeira/INEP) revealed that, in 2009, there was an increase of
30.4% in comparison to 2008, while regular education increased 12.5% over the same period
(Instituto Nacional de Estudos e Pesquisas em Educação Anísio Teixeira [INEP], 2009).
In 2006, the Brazilian Ministry of Education (Ministério da Educação/MEC) launched the
Open University of Brasil (Universidade Aberta do Brasil/UAB). UAB was established in
partnership with the states, municipalities and Public Universities, in order to offer higher level
courses through Distance Education. UAB aims to attend approximately 1.5 million students,
providing greater access to higher education in Brazil (Universidade Aberta do Brasil [UAB],
2010).
Distance Education is the teaching process in which professors and students are separated
as to space or time. According to Moore and Kearsley (1996), the development of distance
education followed the evolution of the Information Technology (IT) available to each period. The
authors identified three stages in the development of DE: (1) Textual generation (up to around
1960), based essentially on selflearning through printed material; (2) Analog generation (between
1960 and 1980), based on self-learning using printed texts, complemented by technological audio
and video resources; and (3) Digital generation (from 1980 on), based on self-learning with the
support of highly differentiated technological resources, printed text to videoconferences, strong
support of computers, the Internet and satellite communications.
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By analyzing the evolution of Distance Education, it is clear that IT is being increasingly
used. Technological advances and the inclusion of networks (Internet) promoted transition from
the traditional classroom to the introduction of Learning Management Systems (LMS), which are
information and communication systems based on the web, offering tools and supporting features
to help the teaching and learning process, both for Distance Education courses as well as for
classroom and hybrid courses (Carliner, 2005)
The set of computer tools used in LMS allows for the management of Distance Education
courses, increasing interaction, collaboration and cooperation processes. LMS generally has
several resources available to it, and the following structure: agenda; supporting material; a chat
room; a discussion forum; a blog; tasks; and wiki; among others. The tools provide content
interaction, which are no longer passive and become interactive, since it involves links, images and
sound applications etc (Soster, 2011).
According to Chen (2009), the tools available in LMS offer several features that help
students build their knowledge according to their preferences. To the author, learning based on
traditional models usually guides students to a rigid learning process, while learning in virtual
environments offers personalized and adaptive mechanisms to meet students’ preferences.
In this context, from the moment that students know their preferences, they have the ability
to guide their own learning, which justifies knowing the learning styles, which is an important step
to promote individuality and to take advantage of skills (Barros, 2010). To identify and understand
the different learning styles of students, on the other hand, also helps teachers in planning activities
and in the availability of resources that meet a multitude of students, contributing to their
motivation (Silva & Oliveira Neto, 2010).
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Learning styles in Distance Education
Research shows that learning styles are also being used in Distance Education studies.
White (1999) found that individual differences may influence higher or lower adaptation to the
model of learning via Internet. Terrel and Dringus (2000) investigated the impact of learning styles
on performance and retention of students in Distance Education, and found that most students can
succeed in an online environment when their learning styles are considered and respected. These
authors worked with the inventory of Kolb in a sample of students from an online master’s degree
program in Information Science, and stated that the institutions which offer online programs must
be prepared to deal with questions about learning styles.
In compliance with Terrel and Dringus (2000), Martins, Meireles, Melo and Nalini (2003),
they suggested the interdisciplinarity of several technologies in order to personalize learning
through computerized tutors on the Internet. To this end, they proposed the use of learning style
characteristics as a student’s pattern identification factor in an intelligent tutoring system based on
an artificial neural network. In the proposed model, the intelligent tutoring system is based on an
artificial neural network which makes it possible to generalize several patterns of learners. Based
on the pattern identified by the neural network, the most appropriate path to the learner’s profile is
established. To consider the momentary performance of this learner, rules provided by experts
consider each outcome, changing the probabilistic path generated by the neural network, offering
personal attention to individual students’ development.
Cornachione Junior (2004) studied education technologies in Accounting courses and,
according to the author, professors have greater chances of success in achieving their purposes if
they know what are the learning styles of their students.Research carried out in Distance Education,
particularly with the use of the virtual environment, present information and features that involve
time and space, language, interactivity, easy access to knowledge and interactive audiovisual
language.
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Eom, Wen and Ashill (2006) demonstrated that learning styles and interaction are
influential variables in the satisfaction of students in the Distance Education, and that satisfaction,
in this case, implies in facilitated learning. Similarly, the studies of Kalatzis and Belhot (2006)
discussed the perspectives and contributions that learning styles can provide to Distance Education.
They concluded that it is necessary to be aware of the significant role of learning styles in Distance
Education because computer-mediated DE expands the possibilities of developing new skills in
the teaching and learning process.
Diniz (2007) conducted a study in order to map the learning styles of students enrolled in a
graduate course in Computing in Distance Education, and to analyze the influence of this construct
in the interaction of these students in the discussion forum. This researcher used
FelderSoloman’s ILS. The results confirmed that the way students interact in the forum is related
to their learning styles, which can help when proposing activities that motivate and boost the
participation in the virtual room.
Oliveira and Domingues (2011) evaluated the differences and similarities in students’
learning styles of an undergraduate course in Business Administration offered both ways, in
Distance Education and in the classroom, using Kolb’s LSI. Only one Distance Education class
was different in the profile of respondents. In both ways (classroom and distance), the ‘pragmatic’
style was identified as the one with greatest relationship with respondents; the ‘executor’ style was
the one with the smallest relationship.
Nogueira, Espejo, Reis and Voese (2012) also used Kolb’s LSI to map the learning styles
of 109 students in a Distance Education undergraduate course in a federal public institution, and
investigated the impact of learning styles on academic performance in subjects Accounting and
Management Accounting. It was not possible to verify, from their study, that learning styles
provide differences in students’ performance in those subjects. The authors emphasize that, given
the small number of comments, conclusions should not be generalized, but be restricted to the
studied sample.
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As such, several studies have been carried out to identify and use learning styles as an
alternative to the improvement and use of teaching strategies and appropriate instructional
methods, by professors and professionals involved, in order to help them achieve their goals. For
students, we highlight the importance of adopting learning strategies to improve learning and
performance, whatever the teaching style that is used. In the virtual learning environment, knowing
what are the learning styles of students allows for adequate planning in the use of computing
resources, so that they meet the individualities of students in the methodological approach applied
to knowledge construction.
However, these mentioned studies didn’t assess students’ performance as to the types of
assessment (online and face-to-face), and focused exclusively on the virtual environment and on
online activities. Silva and Oliveira Neto (2010) analyzed only the impact of learning styles in an
undergraduate course in the classroom. Considering that the courses often use a mix of online and
face-to-face assessments, it is necessary to understand what impact the learning styles may have
on academic performance considering the types of assessments to which students are subjected and
what consequences this may bring to students themselves, for professors and educational
managers. It is in order to fill this gap that this work was carried out.
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