Learning styles of non-science and non-technology students on technical courses in an information management program

• Published in: Education for Information
• Main Author: Amran N.; Bahry F.D.S.; Yusop Z.M.; Abdullah S.
• Format: Article
• Language: English
• Published: 2010
• Online Access: https://www.scopus.com/inward/record.uri?eid=2-s2.0-84255171091&doi=10.3233%2fEFI-2010-0915&partnerID=40&md5=1ba5fb0b7105259805c7815be5c9ddc0

The study was conducted among students with some or no background in science and technology subjects (non S&T students) who enrolled in the Faculty of Information Management in a Malaysian public university during semester 2009/2010. It aims to identify students' learning styles on technical courses in order to provide inputs to instructors' design for a curriculum to suit students' learning styles. The objectives of the study are: 1, to identify the preferred learning styles of non-S&T students on technical courses; and 2, to examine the differences in learning styles between male and female students, their academic achievements, and their programs of study. The instrument used to identify students' learning styles is the Barsch Learning Style Inventory (BLSI) consisting of 24 simple questions. Altogether 122 completed responses from 200 students were used for data analysis. Findings indicate that Visual is the most preferred while Kinesthetic is the least preferred learning style. This result applies to both male and female students in all programs of studies and at different levels of academic achievements. The findings are useful for curriculum designers, instructors, and those involved in teaching/learning, and curriculum development. Students themselves can take advantage of the learning techniques that will best suit their identified style. © 2010/2011 - IOS Press and the authors. All rights reserved.