Learning Style and Preferences of Students in Skills-Based Courses
1Marie Ann Gladys G. Delos Angeles
When teachers teach students with consideration of their preferred learning styles and recognize their unique qualities, then teachers are making a commitment to providing tools and opportunities needed for students to achieve success. The study was conducted to determine the preferred learning style of students enrolled in the skills-based courses of a state university in Cagayan Valley, Philippines. Differences in the preferred learning style across sex, courses, curriculum year, and GWA of the 480 students enrolled in four (4) undergraduate technology-based courses were described through the use of Computerized Assessment Program- Styles of Learning (CAPSOL). Results showed the learning style preferred include individual, written expression, sequential, and bodily-kinesthetic. When grouped according to sex, course, curriculum year and GWA, females are bodily-kinesthetic and individual learners, while, males show preference to visual-auditory and group learning. Among the four courses, students taking Accounting Technology are visual learners while those from the other courses were bodily-kinesthetic. Students in their sophomore year show preference to being sequential learners. In terms of GWA, those with lower tend to learn new materials with a group and those with higher prefer to study alone. Since differences in preferred learning styles were found, there is a need to expose students to varied learning tasks where they are best engaged and offer instructional materials responsive to their needs and learning styles.
CAPSOL, Learning Style, Learning Preference, Technology-based Courses