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Correlation Between Students Learning Styles and Their Learning

Achievement

Conference Paper · December 2018

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 Correlation Between Students Learning Styles and Their Learning Achievement
Roswita M. Aboe
Lecturer
English Education Education Study Program
Faculty of Teacher Training and Education
Khairun University

[email protected]
Abstract
Every individual has their own learning style. Learning styles that are commonly known are
three, namely Visual, Auditory and Kinesthetic. The characteristics of each learning style
make it easier for students to receive and process information or teaching material presented
in front of the class in teaching and learning activities. By understanding the characteristics
and learning styles of each student, it will be easier for the teacher to integrate teaching
patterns through various techniques and approaches. This study aims to determine the most
dominant student learning styles and their correlation with their academic achievement. Data
were collected from 75 students of the English language education program, the Teacher
Training and Education Faculty, Khairun Ternate University. The respondents consisted of
15 men and 60 women. Student learning style analysis using a questionnaire developed by
Reid (1987). While student academic achievement is obtained from the results of the current
semester study. To analyze learning styles for academic achievement, Pearson correlation
coefficients analysis was used with the SPSS ver16.0 application. Data analysis shows that
the most dominant learning style is Kinesthetic. While from the results of the Pearson
correlation coefficient analysis there is a positive relationship between Visual and Auditory
learning styles on student academic achievement. Interestingly, the kinestethic learning style
found to be dominant among the three types of learning turned out to have a low correlation
with student achievement. Even so, the impact of these three types of learning style variables
is significant towards student academic achievement.

Keywords: Learning Style, Academic Achievement, Correlation

BACKGROUND
One of the ways students absorb information in learning is to understand the learning
methods given by the teacher. The way students learn differs from one individual to another.
There are those who absorb learning material through notes, material that is heard, and there
are those who prefer practicum in the laboratory and so forth. Mastery of methods and
strategies for teaching lecturers has a big influence on students in absorbing information and
subject matter. In connection with various variations of student learning styles, not all
learning methods must be similar from one another.
 In principle, it is very important for the instructor to use a combination of teaching methods
or strategies so that individuals with various unique characters can learn and receive teaching
material well.
In general students can learn well when they see the importance of information presented in
class. If students are not interested in the material performed, they will not learn it. As
explained by Gilakjani "Students learn best by the information presented in the classroom.
When the materials are not in their favor, they will not learn it '(Gilakjani, 2012)
To achieve learning goals, it is very important for the instructor to use a combination of
teaching and facilitating methods that provide stimuli and interactivity for students. Students
learn through various ways. There are three general types of learning styles in general,
namely visual, kinesthetic and auditory, Students with visual type learning by looking at
graphics, or images. Auditory students choose listening or audio material, whether the lecture
material is delivered through lectures by reading. While learning for kinesthetic types are
more in practical way. Students can choose one, two and even three learning models. With
different types of learning it is important for teachers to integrate into the curriculum various
activities that complement and are related to this learning model. Everyone can participate
and be able to capture the subjects collected. According to Cuaresma (2008, in Gilakjani,
2012), to help students learn, we must give choices about how to teach so students can find
possible learning information.
Based on the uniqueness of students as individuals, each has a learning style that is different
from each other. Experts value each different individual, organize, analyze and process
information and experience in different ways (Rezaeinejad et.al, 2015). To understand each
class, not all students have the same level of information. Student's learning style that
becomes a capable factor or not makes it capable of learning material according to its
abilities. Knowing and understanding each learning style is believed to maximize students'
learning.
What happens now is teaching staff both teachers and lecturers who apply instructional
learning models that are different from student learning styles. As stated by Felder &
Henriques (1995, in Rezaeinejad, 2015) there is evidence of discrepancies between student
learning models and teacher instructional models that have a negative impact on classroom
learning. There are numerous teachers or teaching staffs that are the products of the
traditional education system, and apparently they have less awareness of the learning styles of
each student. Consequently, teachers only apply learning models that are limited to their
comfort zones. Though there are various methods or models of teaching that can involve
students both those who have a tendency to write or pay attention, those who like to listen to
material or who usually do learning activities with practicum.
Even though there are some students who have multiple intelligence in the classroom, the
ideal of learning goal will not be achieved if most students do not understand the methods
and teaching material from a teacher. Some students who have been labeled 'incapable' may
not be due to their lack of intelligence but because there are other factors including: their
starting point of learning is different from the others, they have teachers who are not
dynamic, they are overlooked in important times of learning, already labeled 'incapable'. For
example in learning English, most students become less confident so that they are rarely
involved in learning groups or individuals (Lia Herawaty, 2010). Thus it can be concluded
that multiple intelligence and student learning styles are very closely related.
Learning and understanding teaching material varies from one individual to another. Thus
students' learning styles also differ between them. While Celce-Murcia (2001) defines
learning styles as a general approach, for example, a type of learner who is global or
analytical, auditory or visual. Learning styles are cognitive, affective, social and
psychological behavioral characteristics that are indicators of how students receive, interact
and respond to the learning environment (Vaishnav, 2013). Learning styles can be referred to
as a series of factors, habits and behaviors that can facilitate learning for an individual in
certain situations. It can be said that learning styles are the ability of students to receive and
process information in learning situations (Vaishnav, 2013). Students believe in their ability
to participate well in classroom learning tasks where their success in learning is influenced by
the way the teacher presents the material to students and the learning steps that involve
students in learning.
Individual learning styles affect the way individuals learn and how to study well
(Linguaedge, 2008) in other words a student has its own habits, how to absorb information
and understand learning material. According to Reid (1987) three types of learners based on
their learning styles include:
Visual type learner. This type of learning with material that can be seen directly (visual) for
example reading or viewing pictures and films. Visual type students are very able to
remember teacher instructions when they see material directly as written on the board.
Sometimes the visual type even like to sit at the front when studying in class. They also
record information from the material presented by the teacher.
Auditory type learners learn by relying on their hearing or auditory. Like lectures or through
a tape recorder. When the teacher gives verbal instructions, this type of learner likes to record
what has been learned or discussed. On many occasions, there are auditory learners who can
close their eyes when learning. In the process they record what is conveyed by the teacher or
hear the material. Besides that they like to learn by reading aloud in class so that they quickly
store information. However, the written teaching material is not much that can be absorbed.
Types of kinesthetic learners love to learn with direct practice experience. Where they are
physically involved and actively participate. This type likes to move around and likes various
types of class activities. Most types of learners of this style find it difficult to focus on
learning targets if the teaching material is not in the form of practice or practicum. One
example of learning activities that are liked by this type is role play or role playing and
practice in the laboratory.
The way students learn influences their final results in learning material. This final result is
called achievement. Learning Achievement (academic) is the achievement of the level or
achievement of a business because of tasks, or skills and expertise obtained through
education or academic levels (Chaplin, 2006). In addition, academic achievement is also
described as the results obtained based on impressions that result in changes in the individual
as the end of learning activities. It can be mentioned academic achievement is a change in
terms of behavioral skills or skills that increase during the learning process (Djamarah, 2004).
In addition, Suryabrata (1998) added academic achievement as an educational assessment to
the extent to which students learn and practice intentionally. Where the manifestation of the
results of the teaching and learning process can be either oral or written solutions and direct
skills and problem solving can be measured or assessed using standardized tests (Sobur,
1996). From this explanation it can be concluded that learning achievement is an assessment
of the teaching and learning process that is measured using standardized tests.
Based on the above background the researchers conducted a study of investigating student
learning styles and their impact on the achievement of their academic achievements in
learning English. The purpose of this study was to find out the dominant student learning
style and its effect on student academic achievement.

RESEARCH METHODOLOGY
Research method
This type of research is descriptive research where this study explains the position of the
variables under study and the relationship between one variable with another variable
(Sugiyono, 2008). The approach used in this study is a quantitative approach in which
emphasizes the testing of hypotheses, and the measurement process through data through
statistical tests and relationships between variables. In this study the Pearson product Moment
statistical co-efficient correlation was applied and identified the impact of the relationship
between learning styles on student achievement described using the SPSS count (Statistical
Package for the Social Sciences) or Statistical Package for Science. social Sciences. The
research procedure includes data collection activities through the VAK Learning Style
questionnaire (Reid, 1999) and data collection on student learning outcomes, then data is
processed statistically. This research is a population research in a type of descriptive research,
namely a research effort with the aim of explaining the influence between research variables,
namely the independent variable (X), namely the learning style with variable (Y) namely
academic achievement. In this study the researcher wanted to investigate and find out
whether there was an effect of Visual, Auditorial, Kinesthetic Learning styles on the
academic achievement of students of the English Language Education Study Program at the
University of Khairun, in Ternate City.

Population and Samples

The population in this study were students of the English education study program at the
Faculty of Teacher Training and Education, Khairun University. They consist of 499 students
spread out in all level starting from year 2011/2013, 2012/2013, 2013/2014, and 2014/2015.
While the sample of this study was 75 students of English education study program (15% of
the total population), this sample was taken using stratified random sampling (Sugiyono,
2008) where considering the selection of respondents with representation from each year of
the class.

Data collection technique

The technique of collecting data was done through several stages:
Documentation
Data collection by selecting documents or archives related to the object of research. By using
documentation the author can collect the necessary research data such as university data and
departments and study programs, the number of students and the results of student academic
achievement in the form of achievement indexes, students of the 2015-2016 school year
Observation
Observation method is used to obtain data in the form of methods used by students in the
teaching and learning process, so that data can be obtained directly about the presence or
absence of learning styles used by students.
Questionnaire (Questionnaire)
Questionnaire is a technique of data collection carried out by giving a set of questions or
written statements to the respondent to answer Sugiyono (2008: 142). Data through
questionnaires adapted from VAK Learning Style taken form Reid (1999)

RESEARCH FINDING
The following are the results of the analysis of 75 respondents from students of the English
language education program at the Department of Language and Art Education at the Faculty
of Teacher Training and Education at Khairun University. From 15 questionnaire questions
adapted from Reid (1999) data obtained 20% of students have auditory learning styles, while
35% of them have Visual learning styles, and the remaining 45% have Kinesthetic learning
styles. The results of this data show that the student's dominant learning style is kinesthetic.
This information showed that students have a tendency to learn with activities that involve
physical interaction. With this tendency the instructors must adapt the teaching method by
making various methods that make it easier for students to absorb learning material in their
own ways. Understanding and knowing the learning styles of each individual will help
students effectively both inside and outside the classroom.
Pearson Product Moment Test Results
Learning styles towards student learning achievement

X Y
Based on the SPSS ver16.0 count for "r" product moment can be seen
r count = 0.391> r table 0.227 where the results of r count are greater than r table of 0.164 or by
16% so that it can be explained that student achievement is influenced by their learning styles
by 16%. The rest is influenced by other factors.

Analysis results per each learning style are obtainedas follow:

Visual

From the data of the visual learning style analysis (the number of N = respondents 26 people)
there is a value of rcount = 0.832> r table 0.388 so that there is a significant relationship
between visual learning styles towards their academic achievement of (0.444) or 44%.
Auditory

The results of auditory data analysis (Number of N = respondents 15 people) there is a value
of r count = 0.909> r table 0.514 meaning that there is a significant correlation of 0.395 or 40%
between auditory learning styles to the results of student academic achievement.

Kinesthetic

The number of N = Repsonden is 34 people with a value of r count = 0.346> r table 0.339 there
is almost very little correlation (0.007 or 1%) between kinesthetic learning styles towards
student academic performance.
DISCUSSION
From the overall analysis data in finding the correlation between student learning styles and
student academic achievement there is a significant influence of 16%. So that it can be said
that learning styles affect the final value of student academic achievement. Although most are
influenced by other factors. For types of visual and auditory learners there is a strong
correlation between their learning styles towards academic achievement. Where the
relationship between visual student learning styles influences their learning outcomes by
44%. As for the auditory type there is 40% influence of learning styles and academic
achievement. Of the total respondents who have a tendency towards kinesthetic learning
types it turns out that only 1% has an influence between learning styles and their academic
achievement. Thus it can be concluded that there is a positive relationship between student
learning styles towards their academic achievement. It is from this data that teachers or
teaching staff can integrate teaching patterns by considering individual learning styles so that
they can accommodate individuals according to the way they learn and how they absorb
learning information to the fullest. The pattern of the teaching approach can be varied
according to the needs of students and their type of learning. As there are four skills and
learning skills in English through reading, writing, literacy and speaking, these three types or
styles of learning have the opportunity to learn optimally depending on the teacher / lecturer
who provides material by considering individual learning styles in a comprehensive manner.

CONCLUSION
Based on the results of the above research, the conclusions drawn are that there is a
significant correlation (16%) between student learning styles toward their academic
achievement. The dominant learning style of students is kinesthetic with a significance value
of 1%, they tend to have more than one learning style. Depends on the material obtained in
the teaching and learning process. This study also proves some previous findings that there is
a positive influence between learning styles and student academic achievement.

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