Differences and Relationships in the Learning Styles of Students

Differences and Relationships in the Learning Styles of Students

Rex P. Flejoles and Mona Luisa C. de Guzman

Abstract: Various perspectives on learning styles of students are available based on the results of different investigations. On one hand, the Barsch Learning Style Inventory (BLSI) that consists of 24 statements identifies three learning preferences, namely: visual, auditory, and kinesthetic. On the other hand, the Grasha-Reichmann Student Learning Styles Scale (GRSLSS) that consists of 60 statements determines six learning dimensions, namely: competitive, collaborative, avoidant, participant, dependent, and independent. This study aimed to determine the differences and relationships in the learning styles of students using the BLSI and GRSLSS. Specifically, this study aimed to answer the following questions: 1) is there a significant difference among the learning preferences of students based on the BLSI?, 2) is there a significant difference among the learning dimensions of students based on the GRSLSS?, and 3) are there significant relationships between one learning style to every other learning style described in the BLSI and GRSLSS? A sample of 192 students taken from the Bachelor of Science in Cruise Management at John B. Lacson Foundation Maritime University-Molo, Inc. enrolled during the first semester of academic year 2013-2014 was considered in this study. Non-proportionate stratified random sampling method, stratified according to year level, was employed in this investigation. A significant difference was found in the learning preferences of the students based on the BLSI. The differences were found between kinesthetic and visual, and between kinesthetic and auditory. Results revealed that the students are both visual and auditory learners. Based on the GRSLSS, significant difference was also found in the learning style dimensions of the students. The differences were found between avoidant and every other dimensions, and between competitive and every other dimensions. Results revealed that the students are more of independent, collaborative, dependent, and participant than avoidant and competitive. Direct relationships exist between one learning style to every other learning style described in the BLSI. Also, direct relationships exist between one learning style to every other learning style described in the GRSLSS. Furthermore, direct relationships exist between kinesthetic and collaborative, and between kinesthetic and participant. Results seemed to suggest that the level of one’s being kinesthetic may describe his or her level of being collaborative and participant.

January 2017

College of Business, JBLFMU-Molo Multidisciplinary Journal

Volume 1, Number 1, pp. 95-104

DOI: 10.5281/ZENODO.7894268