Effect of Kolb's Learning Styles under Inductive Guided-Inquiry Learning on Learning Outcomes

Autor/inn/en	Sudria, Ida Bagus Nyoman; Redhana, I. Wayan; Kirna, I. Made; Aini, Diah
Titel	Effect of Kolb's Learning Styles under Inductive Guided-Inquiry Learning on Learning Outcomes
Quelle	In: International Journal of Instruction, 11 (2018) 1, S.89-102 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1694-609X
Schlagwörter	Cognitive Style; Outcomes of Education; Foreign Countries; Inquiry; Grade 11; Secondary School Students; Chemistry; Science Instruction; Statistical Analysis; Teaching Methods; Learning Activities; Science Achievement; Questionnaires; Student Attitudes; Pretests Posttests; Comparative Analysis; Measures (Individuals); Indonesia; Learning Style Inventory + Suchen Sie Ihr Suchwort? Cognitive styles; Kognitiver Stil; Lernleistung; Schulerfolg; Ausland; School year 11; 11. Schuljahr; Schuljahr 11; Sekundarschüler; Chemie; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Statistische Analyse; Teaching method; Lehrmethode; Unterrichtsmethode; Lernaktivität; Fragebogen; Schülerverhalten; Messdaten; Indonesien
Abstract	This study aimed to examine the effect of Kolb's learning styles on chemical learning activities and achievement of reaction rate taught by inductive guided inquiry learning. The population was eleventh grade Science students of a senior secondary school having relatively good academic input based on national testing results in Bali, Indonesia. Samples involved the entire students of five classes taken by cluster sampling from the whole nine classes of the population. Data were collected by Kolb's learning style inventory for the learning styles, observation and document recording for learning performances, post-test for the cognitive achievement, and questionnaires for student's perceptions. Data analyses were conducted qualitatively in assigning the learning styles, and describing learning performances and perceptions, and used ANOVA followed by Scheffé's post hoc test for the effect of learning styles on the cognitive achievement. The results showed: (1) the student learning styles were 35.8% Convergers, 30.0% Assimilators, 17.5% Divergers, and 16.7% Accommodators; (2) learning styles significantly affected the achievement with only superiority of the Convergers over the accommodators; and (3) the inductive guided-inquiry learning of chemical topic which involves concrete evidences via laboratory work was fruitful for all learners of all learning styles. (As Provided).
Anmerkungen	International Journal of Instruction. Eskisehir Osmangazi University, Faculty of Education, Eskisehir, 26480, Turkey. e-mail: iji@ogu.edu.tr; Web site: http://www.e-iji.net
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01