Background of the Study
It is observed in the past years that some students tend to be intelligent in different ways. Intelligence has been defined and studied under a number of different rubrics, among them individual differences, cognitive abilities, and aptitudes. Probably the most influential developments in our recent understanding of these concepts have come from educational and psychological researchers associated with cognitive psychology. Three of those individuals, Robert Sternberg, Howard Gardner, and John Horn serve as a representative sample of researchers who have made significant gains in our current conceptions of intelligence.
Robert Sternberg. Sternberg's (1985) theory of intelligence contains three sub theories, one about context, one about experience, and one about the cognitive components of information processing. The contextual sub theory attempts to specify what would be considered “intelligent” in a given culture or context. According to him, culturally intelligent behavior involves adapting to one's present environment, selecting a more optimal environment, or reshaping one's current environment. The experiential sub theory claims that the expression of any intelligent behavior will be a function of the amount of experience one has with the particular class of tasks being tested. According to Sternberg, intelligence is best demonstrated when the task is relatively novel or unfamiliar. The componential sub theory describes the cognitive structures and processes that together produce intelligent behavior. Sternberg proposes three general types of processes: met components, performance components, and knowledge acquisition components. As a whole, the diarchic theory claims different aspects or kinds of intelligence.
Howard Gardner, one of the most popular recent views of intelligence, at least among practitioners, has come from Gardner. He proposes a theory of multiple intelligences in which he claims there are seven relatively independent intelligences and in 1999 added an eighth intelligence. Those intelligences are logical-mathematical, linguistic, musical, visual-spatial, bodily-kinesthetic, interpersonal, intrapersonal, and naturalistic intelligence. Additionally, Gardner recognizes that one's experiences will influence the degree to which each of the intelligences can be expressed. [...]
Table of Contents
INTRODUCTION(Chapter 1)
Background of the Study
Statement of the Problem
Significance of the Study
Scope and Delimitation
Materials and Methods
Definition of Terms
REVIEW OF RELATED LITERATURE(Chapter 2)
Definition and Types of Learning Styles
Accommodator
Assimilator
Converger
Diverger
Applications of Learning Style
Criticism of Learning Styles
SUMMARY, CONCLUSIONS AND RECOMMENDATIONS(Chapter 3)
Summary
Conclusions
Recommendations
BIBLIOGRAPHY
APPENDIX A
APPENDIX B
Research Objectives and Themes
The primary objective of this research is to identify the dominant and least dominant learning styles of second-year Medical Technology students at Far Eastern University. Furthermore, the study aims to determine the specific learning activities in which these students demonstrate proficiency, providing insights to educators for the potential implementation of differentiated instruction.
- Analysis of learning style theories (Sternberg, Gardner, Horn, and Kolb).
- Empirical investigation into student-preferred learning modalities.
- Evaluation of instructional methods versus student learning styles.
- Practical recommendations for faculty to enhance instructional delivery.
Excerpt from the Book
Background of the Study
It is observed in the past years that some students tend to be intelligent in different ways. Intelligence has been defined and studied under a number of different rubrics, among them individual differences, cognitive abilities, and aptitudes. Probably the most influential developments in our recent understanding of these concepts have come from educational and psychological researchers associated with cognitive psychology. Three of those individuals, Robert Sternberg, Howard Gardner, and John Horn serve as a representative sample of researchers who have made significant gains in our current conceptions of intelligence.
Robert Sternberg. Sternberg's (1985) theory of intelligence contains three sub theories, one about context, one about experience, and one about the cognitive components of information processing. The contextual sub theory attempts to specify what would be considered “intelligent” in a given culture or context. According to him, culturally intelligent behavior involves adapting to one's present environment, selecting a more optimal environment, or reshaping one's current environment.
Summary of Chapters
INTRODUCTION(Chapter 1): This chapter establishes the theoretical framework of intelligence and learning styles, outlines the specific research questions regarding the student demographic, and defines the research scope and methodology.
REVIEW OF RELATED LITERATURE(Chapter 2): This section explores various learning style theories, including those of Kolb and Gardner, while critically examining the efficacy and limitations of matching instructional methods to student preferences.
SUMMARY, CONCLUSIONS AND RECOMMENDATIONS(Chapter 3): The final chapter presents the study findings, noting a strong student preference for kinesthetic learning, and suggests pedagogical adjustments for faculty to address areas of relative weakness, such as auditory learning.
Keywords
Learning Styles, Medical Technology, Kinesthetic Learning, Auditory Learning, Visual Learning, Experiential Learning, Multiple Intelligences, Sternberg, Gardner, Kolb, Student Achievement, Differentiated Instruction, Pedagogical Strategies, Instructional Design, Educational Psychology.
Frequently Asked Questions
What is the primary focus of this research paper?
The research focuses on analyzing the diverse learning styles of second-year Medical Technology students at Far Eastern University during the 2011-2012 academic year.
What are the central thematic fields discussed in the work?
The work covers cognitive intelligence theories, the classification of learning styles (such as Accommodator or Converger), and the application of differentiated instructional techniques in classroom settings.
What is the core research question?
The study primarily seeks to determine the most and least dominant learning styles of the target group and to identify the specific learning activities that effectively engage these students.
Which scientific methodology is employed?
The researchers utilized a comparative method involving a survey of 50 students to evaluate their preferred learning styles and to assess the correlation between their preferences and their academic experiences.
What content is covered in the main body of the paper?
The main body examines foundational theories of intelligence, details specific learning style models, discusses criticisms of these models in scientific literature, and presents the empirical data gathered through a survey.
Which keywords characterize this study?
Key terms include Learning Styles, Kinesthetic Learning, Experiential Learning, Multiple Intelligences, and Differentiated Instruction.
How do the findings relate to the students' specific strengths?
The study concludes that these Medical Technology students are predominantly strong in Kinesthetic and Visual learning, often excelling in hands-on activities rather than passive learning.
What specific pedagogical advice does the paper offer to faculty?
The paper recommends that professors reengineer their instructional strategies to move away from isolated instruction and instead adopt differentiated approaches that cater to the diverse learning needs of the students.
- Quote paper
- Jerome Daquigan et al. (Author), 2011, Learning Styles of Medical Technology Students, Munich, GRIN Verlag, https://www.grin.com/document/188176
