Professional and Organizational Development Network of Thailand Higher Education 6th Annual National Conference on "Outcome based Education: Progressing

Professional and Organizational Development Network of Thailand Higher Education

6th Annual National Conference on

"Outcome based Education: Progressing towards the 21 Century Quality Graduates”

July 28 – 29, 2011 -- The Imperial Queen's Park Hotel

Relationships among learning styles and achievement of students to

Financial report analysis in Problem-base learning

Miss Supaluck Boontanom

E-mail : [email protected]

Outline

Objectives2

Research methodology3

Results & Conclusions4

Q & A5

Introduction1

Relationships among learning styles and achievement of students to Financial report analysis in Problem base learning

Introduction


Do you over teach your students?

The purpose of research

Relationships among learning styles of learning achievements of students by Problem base learning

1

Compare between learning achievements of students and student learning styles

2

Compare between learning achievements pre-test and post-test of students

3

The opinion of students in the problem based learning (PBL)4


Conceptual Framework

Learning Styles

Problem base learning

Learning Achievement

Test


Assumptions

1

Problem-base learning has positive effect on learning achievements of students

2

Learning styles of students has no effect on learning achievements

T-test

Pearson Correlation


Learning Style

Scale Writer Age Style Dimensions

CITE Learning Style Scale

Babich Burdine Albright & Rando (1980)

Students Auditory, Visual, Language, numeral, physical, study condition, stand alone, with others

Grasha Riechmann Learning Styles Inventory

Grasha-Riechmann 1975

HS & College What kind of an interaction the students are in with the teachers and their friends.

Learning Styles Inventory

Dunn, Dunn & Price 1982a

3-12 age Emotional, sociological psychological, logical

Learning Styles Inventory

Kolb (1976) Young Adolescences

Reflective, Observation/Concrete Experience Abstract Conceptualization/Active Experience

Learning Styles Profile Keefe & Monk 1986 Grade 6-12 Psychological Environmental, cognitive, emotional, Information processing

Perceptual Learning Styles Scale

Reid 1984 Grade 3-12 Auditory, Visual, tactile, kinesthetic, group, individual

Grasha Riechmann Learning Styles Inventory

Grasha-Riechmann 1975

HS & College What kind of an interaction the students are in with the teachers and their friends.


Grasha-Riechmann Student Learning Style

IndependentParticipant

Dependent

Competitive

Avoidant

Collaborative

LearningStyle

The 60-item version of Grasha and Riechmann's Student Learning Style Scales (six scales, 10 items per scale)



Independent learners prefer to work alone, not in groups. They are confident learners that don't have the need to confer with others.

Independent learners1



Dependent learners need feedback from the teacher or their peers for structure and guidance. They prefer to have someone tell them what to do.

Dependent learners2



One of the goals of competitive learners is to do better than their peers. They see the classroom as a win--lose situation in which they must win, and they need to be recognized for their accomplishments.

competitive learners3


Collaborative learners learn through sharing and cooperating with the teacher and their peers. They prefer small group discussions and group projects.

Collaborative learners4



Avoidant learners can be difficult to reach. They are reluctant to learn and uninterested in class activities. They may not even want to attend class. They do not enjoy learning and generally try to avoid it at all costs.

Avoidant learners5



Participant learners are eager to learn and enjoy classroom activities and discussion. They take responsibility for their learning, and are eager to do as much class work as possible. They are highly motivated to meet the teacher's expectations.

Participant learners6


Grasha-Riechmann Student Learning Style Scale

Learning style scales Low Moderate High

Independent 1.0 – 2.7 2.8 – 3.8 3.9 – 5.0

Avoidant 1.0 – 1.8 1.9 – 3.1 3.2 – 5.0

Collaborative 1.0 – 2.7 2.8 – 3.4 3.5 – 5.0

Dependent 1.0 – 2.9 3.0 – 4.0 4.1 – 5.0

Competitive 1.0 –1.7 1.8 – 2.8 2.9 – 5.0

Participant 1.0 – 3.0 3.1 – 4.1 4.2 – 5.0

Table AI.Learning style scalesDefined in GRSLSS


Step of Problem-base learning by EAU


Planning

Problem Analysis

Brain Storming

Problem

Summary and Report

Learning and Application

Summative evaluation

Formative evaluation

The data was gathered


Students learning style2

The opinion of students3

Achievement Test4

Personal Data1

The 60-item version of Grasha and Riechmann’s Student learning Style Scales(six scales, 10 items per scale)

Learning Achievement Test by using long essay of 15 questions

1. The advantages from learning2. The teaching environment3. Learning activities4. Time and work load5. Student 'attitudes towards

PBL

The Results of analysis


Learning Style


Learning style Low Moderate High

Independent 24.14% 75.86% 0

Avoidant 6.90% 86.21% 6.90%

Collaborative 14.79% 20.69% 65.52%

Dependent 3.45% 86.66% 6.90%

Competitive 3.45% 75.86% 20.69%

Participant 10.34% 72.41% 17.24%


Learning Achievement Test


N X SD T-test

Pre-test 29 0.71 0.53 *-33.848

Post-test 29 7.72 1.25


*t (0.05, df=28, sig. (2-tailed) = .00

The relationship between Learning Styles and Achievement test


Learning StylesLearning

Achievement Test


The opinions of students in the problem based learning (PBL).


1 The advantages from learning High = 3.753

2 The teaching environment High = 3.747

3 Learning activities High = 3.736

4 Time and work load Moderate = 3.241

5 Students 'attitudes towards PBL Moderate = 3.172


X

X

X

X

X

Conclusions


Topic Researcher

Improving the quality of accounting students 'learning through action oriented learning tasks.

Adler and Milne (1997) New Zealand

The group attended the course using the PBL approach scored higher to most questions and also acquired better and longer lasting knowledge.

Some empirical evidence on the superiority of problem based learning (PBL) method

Breton (1999) Canada

Comparation of learning achievement by using Problem-based learing (PBL) and normal learning with the subject of Auto air conditioning in high vocational certificate

Chanchai Dasri(2007)Thailand

Students who had participated in problem-based learning had higher learning achievement than students who has learn by normal learning.

Conclusions


Topic Researcher

Relationships among learning styles, learning behaviors of learning in virtual campus upon learning achievement of graduate students

Anuchai Theeraroungchaisri (1999)Thailand

Learning style was not found significantly effect on learning achievement.

Comparation of Learning Achievement by Using Problem-Based Learing (PBL) and Normal Learning with the Subject of Auto Air Conditioning in High Vocational Certificate

Chanchai Dasri(2007)Thailand

The learning activity and the advantage from problem - base learning are in high level and higher than normal learning.

Relationships among learning styles, learning behaviors of learning in virtual campus upon learning achievement of graduate students

Anuchai Theeraroungchaisri (1999)Thailand

Students are positive towards the PBL process but they do not indicate clearly that they have experienced the benefits of PBL. Furthermore, they do not find the PBL mode of study much more interesting than the lecture based method.

LOGOProfessional and Organizational Development Network of Thailand Higher Education

6th Annual National Conference on "Outcome based Education: Progressing towards the 21 Century Quality Graduates”

July 28 – 29, 2011 -- The Imperial Queen's Park Hotel

Relationships among learning styles and achievement of students to

Financial report analysis in Problem base learning

Miss Supaluck Boontanom

E-mail : [email protected]

Documents

Professional and Organizational Development Network of Thailand Higher Education 6th Annual National Conference on "Outcome based Education: Progressing