期刊名称：International Journal of Curriculum and Instruction
印刷版ISSN：1562-0506
出版年度：2019
卷号：11
期号：1
页码：209-220
出版社：World Council for Curriculum and Instruction (WCCI)
摘要：This study set out to identify the learning styles of associate degree students who receive vocational education in order to contribute to the design of learning environments and activities.The study used a survey research design.The sample consisted of 651 associate degree students.The Grasha-Reichmann Student Learning Style Scale (GRSLSS) was used in this study as data collection instrument.The scale is a 5-point Likert type scale and consists of 60 items.The GRSLSS has six subscales (Independent, Dependent, Participant, Avoidant, Cooperative, and Competitive), each of which has 10 items.In this study, the Cronbach’s alpha coefficient was found to be 0.83 for the total scale.In the process of analyzing the data, mean scores on the GRSLSS were calculated to identify students’ preferred learning styles and the results were analyzed according to the range of mean scores (low, moderate, and high) for each learning style.Finally, the distribution of the number of students across the six learning styles is analyzed.This study set out to identify the dominant learning styles of associate degree students and found that competitive and cooperative learning styles were predominantly preferred by the students.
其他摘要：This study set out to identify the learning styles of associate degree students who receive vocational education in order to contribute to the design of learning environments and activities. The study used a survey research design. The sample consisted of 651 associate degree students. The Grasha-Reichmann Student Learning Style Scale (GRSLSS) was used in this study as data collection instrument. The scale is a 5-point Likert type scale and consists of 60 items. The GRSLSS has six subscales (Independent, Dependent, Participant, Avoidant, Cooperative, and Competitive), each of which has 10 items. In this study, the Cronbach’s alpha coefficient was found to be 0.83 for the total scale. In the process of analyzing the data, mean scores on the GRSLSS were calculated to identify students’ preferred learning styles and the results were analyzed according to the range of mean scores (low, moderate, and high) for each learning style. Finally, the distribution of the number of students across the six learning styles is analyzed. This study set out to identify the dominant learning styles of associate degree students and found that competitive and cooperative learning styles were predominantly preferred by the students.
