Available online at www.sciencedirect.com
Procedia Social and Behavioral Sciences 18 (2011) 384–387
Kongres Pengajaran dan Pembelajaran UKM, 2010
Learning Styles Preferences Among Third Year Optometry Students of Universiti Kebangsaan Malaysia Zainora Mohammeda , Sumithira Narayanasamya, Haliza Abdul Mutaliba, Sharanjeet Kaura, Siti Rahayah Ariffinb a
Faculty of Allied Health Sciences, Universiti Kebangsaan Malaysia, Jalan Raja Muda Abdul Aziz, 50300 Kuala Lumpur, Malaysia b Faculty of Education, Universiti Kebagsaan Malaysia, 43600 UKM Bangi, Selangor, Malaysia Received date here; revised date here; accepted date here
Abstract This study is conducted to determine learning style preferences among optometry students from Universiti Kebangsaan Malaysia. In addition, differences in learning style in terms of gender and ethnicity will also be compared. Thirty-five respondents comprising of third year Optometry students were asked to answer the Learning Style Questionnaire by Honey and Mumford. They were asked to recall their learning styles for two modules; visual perception and binocular vision. The findings of this study showed that the students have similar learning styles for both modules. In visual perception module, the most dominant learning style is reflector (42.9%), followed by pragmatist (37.1%) and the least preferred is theorist (20%). Similarly, in binocular vision module, the most dominant style is reflector (54.3%), followed by pragmatist (34.3%) and theorist (11.4%). We found gender differences in learning styles where male students are dominantly pragmatist while female students are reflector. There is no difference in learning style in terms of ethnicity for reflector and pragmatist but theorist were found among Chinese students only. In conclusion, each student has their specific learning style. It is important that they understand the strength and weaknesses of their learning styles in order to achieve academic excellence. © 2011 by Elsevier Ltd. Ltd.Ltd. © 2011Published Published Elsevier Selection and/or peer-review under responsibility of Pengajaran Kongres Pengajaran 2011 Published byby Elsevier Selection and/or peer-review under responsibility of Kongres & Pembelajaran
& Pembelajaran UKM, 2010 UKM, 2010
Keywords: learning style; teaching style; optometry students; Honey&Mumford questionnaire;
1. Introduction Learning styles and the creation of effective learning environment are of emerging significance in education system. Learning can be defined as a process of acquiring experience (Mohd Najib 2003). According to Gremli (1996), learning style refers to the way an individual interacts with information or stimulus which is later on processed and analyzed to become knowledge. Every individual has their own unique learning style just like individual thumb prints. Previous studies have shown that information on learning styles can be used to improve learning process which leads to academic excellence (Dunn 1990, Liao 2000). Besides learning styles, teaching style is also an essential component in complementing an effective academic system (Norasmah et al.). Learning process will be successful if lecturers can carry out appropriate teaching methods that match the students learning style (Dunn & Dunn 1978). Effective matching between teaching and learning styles can only be achieved when teachers are aware of their student needs, capacities, potentials and learning style preferences (Zhenhui 2001). The objective
Corresponding author. Tel: +6-03-9289-7482; fax: +6-03-2691-0488 E-mail address:
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1877–0428 © 2011 Published by Elsevier Ltd. doi:10.1016/j.sbspro.2011.05.055
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of this study is to investigate the learning style preferences among the third year optometry students at Universiti Kebangsaan Malaysia 1. Method This was a cross sectional study that used questionnaire for data collection. This survey involved third year optometry students (n=35) at Universiti Kebangsaan Malaysia. Learning style Questionnaire by Honey and Mumford (2000) was used to assess learning styles of students. Two modules; binocular vision and visual perception were assesses for each students. The students were asked to recall their learning styles in the two modules and answer the questionnaire within 10 to 15 minutes for each module. Questionnaire was distributed at different times for each of the modules to avoid bias and recall. Data was then compiled, analyzed and presented as number and percentage distribution. 2. Results Table 1 shows the distribution of students’ learning style according to the two modules. Generally Reflector learning style was the most preferred followed by Pragmatist. The least preferred learning style is Theorist. None of the students has Activist learning styles. Table 1. Learning style preferences (n=35) Learning styles
Binocular Vision
Visual Perception
n
%
n
%
Activist
0
0
0
0
Theorist
4
11.4
7
20.0
Pragmatist
12
34.3
13
37.1
Reflector
19
54.3
15
42.9
Table 2 shows the distribution of learning style based on gender. The analysis shows that for the female students, majority of them were Reflector for both modules. For the male students, majority of them are Pragmatist. Table 2. Learning style preferences based on gender; male (n = 12) and female (n = 23) Learning styles
Binocular Vision Male n
Visual Perception Female
%
n
Male %
n
Female %
n
%
Activist
0
0
0
0
0
0
0
0
Theorist
1
8.3
3
13.0
4
33.3
3
13.0
Pragmatist
6
50.0
6
26.1
5
41.7
8
34.8
Reflector
5
41.7
14
60.9
3
25.0
12
52.2
Table 3 shows the distribution of learning style preferences based on ethnicity. Based on the analysis it can be seen that Malay students were mostly Pragmatist. For the Chinese students, most of them were Reflector. Interestingly, none of the Malay student has Theorist learning style.
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386
Table 3. Learning style preferences based on ethnicity; Malay (n = 8), Chinese (n = 27) Learning styles
Binocular Vision Malay
Visual Perception Chinese
Malay
Chinese
n
%
n
%
n
%
n
%
Activist
0
0
0
0
0
0
0
0
Theorist
0
0
4
14.8
0
0
7
25.9
Pragmatist
5
62.5
7
25.9
4
50.0
9
33.3
Reflector
3
37.5
16
59.3
4
50.0
11
40.8
3. Discussions The data analysis shows that reflector is the most dominant learning style among Optometry students. Students who adapt reflector style normally have a thorough and methodical approach in studies. They prefer to listen and accumulate enough information before jumping to any conclusion. However, these students tend to take longer time in order to reach a decision (Honey & Mumford 2000). Interestingly, when comparison was made between genders it was found that majority of male students used pragmatist style when learning the two modules whilst females prefer reflector style. Unlike reflector, pragmatists are more practical in their approach of solving problems. They are more technique oriented and like to get straight to the point. Theories and basic principle does not interest them but they prefer to try out things. They also tend to be impatient and make decision fast leading to mistakes. Previous study has shown that female students are more passive and less likely to involve actively in class activities compared with males who likes to experience more (Rohaty 1998). This is probably why majority of female students were reflectors. The least preferred learning style was Theorist. Students who used this style tend to be logical, rational objective and a vertical thinker. They are interested in the basic principles and theories and adapt a disciplined approach when solving problems. Theorists are also called perfectionist. It is also found that only Chinese students who use Theorists style. None of the students seems to adopt Activist learning style. Activist is someone who is optimistic and loves trying new things. They tend to act first then only consider the consequences (Honey & Mumford 2000) It is possible that the teaching method used in the program does not promote active learning hence nurturing activis style of learning 4. Conclusion The information on learning style of students can help improve teaching and learning process. This is because as students become aware of their unique styles, they will understand their strength and weaknesses which eventually leads to academic excellence. Most of students in this study were reflectors and pragmatist, none of them were activist, and these could be due to the teaching styles that the students experienced over the years. Acknowledgement This study is supported by Universiti Kebangsaan Malaysia Action Research Grant, PTS-111-2010. I would like to thank third year optometry students who voluntarily participated in this study.
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References Dunn, R. (1990). Rita Dunn answers questions on learning styles. Educational Leadership, 48(2), 15 – 19. Gremli, J. (1996). Tuned in to Learning Styles. Music Educators Journals. 83, 24. Honey, P. & Mumford, A. (2000). The learning styles helper's guide. Maidenhead: Peter Honey Publications Ltd. Liao, Y.F. (2000). A study of Taiwanese junior high school student’s EFL learning motivation and learning strategies. Master Thesis. Nati Changhua University. Mohd Najib Abdul Ghaffar (2003). Rekabentuk tinjauan soalselidik pendidikan. Skudai: Penerbit Universiti Teknologi Malaysia. Norasmah Othman & Rohaila Yusof, Faridah Karim. (2005). Jurnal Pendidikan 30, 113-128. Rohaty Mohd Majzub. Aras kepuasan kanak-kanak dengan keperluan khas terhadap kualiti hidup. Journal Pendidikan 23. Zhenhui, R. (2001). Matching Teaching Styles with Learning styles for ESL/EPL Instruction, The Internet TESL Journal, 7 fr http://iteslj.org/Techniques/Zhenhui-Teaching Styles.html
