Learning Styles, Proposal defending

A SURVEY ON PERCEPTUAL A SURVEY ON PERCEPTUAL LEARNING STYLE LEARNING STYLE PREFERENCES OF PREFERENCES OF

VOCATIONAL EDUCATION VOCATIONAL EDUCATION STUDENTS AT TRAT STUDENTS AT TRAT TECHNICAL COLLEGETECHNICAL COLLEGE

Presented by Mr.Nattawut Matluang, [email protected]

A THESIS PROPOSAL SUBMITTED IN PARTIAL FULFILLMENT

OF THE REQUIREMENT FOR THE DEGREE OFMASTER OF ART IN APPLIED LINGUISTICS

(ENGLISH FOR SCIENCE AND TECHNOLOGY)KING MONGKUT’S INSTITUTE OF TECHNOLOGY

LADKRABANG

INTRODUCTION

A SURVEY ON A SURVEY ON PERCEPTUAL LEARNING PERCEPTUAL LEARNING STYLE PREFERENCES OF STYLE PREFERENCES OF VOCATIONAL EDUCATON VOCATIONAL EDUCATON

STUDENTS AT TRAT STUDENTS AT TRAT TECHNICAL COLLEGETECHNICAL COLLEGE

LITERATURE REVIEW

METHODOLOGY

Statement and Significance of the Problems

INTRODUCTIONINTRODUCTION

Objectives of the Study Research Questions Scopes or Limitation of the study Rationale of the Study Definitions of Terms Used Anticipated Outcomes

LITERATURE REVIEWLITERATURE REVIEW

Curriculum for the Diploma of Vocational Education

Definition of Learning Styles Fundamentals of Learning Styles Learning Style Categories Related Researches

METHODOLOGYMETHODOLOGY

Population and Sample

Instrument

Validity and Reliability of the Questionnaire

Data Analysis and Statistical Procedures

English is one of the world significant languages (Hou 2009).

INTRODUCTIONINTRODUCTION

English is official language in more than 50 countries (CIA 2012) Educational Improvement in the 2nd Decade of Education Reform (2011-2018) Government’s Educational Policy in Student-Centered Learning

Statement and Significance of the

Problems

Important component of learning style theory.

INTRODUCTION (Cont.)INTRODUCTION (Cont.)

Need of investigating the learning style differences.

Different teaching-learning atmospheres from my 7-year experience in 2 technical colleges.

Lack of understanding in the nature of students' perceptual learning style preferences.

Objectives of the StudyObjectives of the Study

To investigate the perceptual learning style preferences of vocational education students in 10 programs at Trat Technical College.

To compare the perceptual learning style preferences of vocational education students from different programs and genders at Trat Technical College.

Research QuestionsResearch Questions

What are the perceptual learning style preferences of vocational education students in 10 programs at Trat Technical College? Are there any differences between the perceptual learning style preferences of vocational education students from different programs and genders?

Scopes or Limitation of Scopes or Limitation of the studythe study

Focus on investigating the perceptual learning style preferences of the second-year vocational education students in diploma who will enroll in Developing Skills for English Communication 2 in the 1st semester (2012) in 10 programs.

Use a self-report questionnaire of the Perceptual Learning Style Preference Survey (PLSPS) Reid (1987) to identify students' perceptual learning style preferences

Sub-Committees on Leaning Reform of Thai National Education Commission & Thai Ministry of Education changed teacher-centeredness to learner-centeredness ( Phungphol 2005).

Rationale of the StudyRationale of the Study

Teaching-learning process shall aim at learners' best development of own pace and potentiality (NEA 1999).

Teachers' role is to adapt the idea of the learners-centered approach (Nunan 1988; Rost & Ross 1991).

Student should be aware of their learning styles which teachers need to guarantee this (Pask 1977).

Rationale of the Study Rationale of the Study (Cont.)(Cont.)

Learning styles theory has been utilized extensively in education research studies (Kinsella 1993; Oxford 1995; Oxford & Nam 1998; Reid 1995, 1998; Rossi-Le 1995; Stebbins 1995).

Many researchers studied on learning styles; Claxton and Marrell (1987), Chang (2003), Hsu (2007), Reid (1987) etc.

Rationale of the Study Rationale of the Study (Cont.)(Cont.)

Some researchers focused on learning styles in Thailand, Nimmanpisood (1992), Buranarek (2002), Simsek (2005), Boonsuk (2008), Banbang (2010) etc.

No research have emphasized on diploma students' perceptual learning style preferences in Thailand.

Definitions of Terms Definitions of Terms UsedUsed

Learning Styles: Internally based characteristics that are the basis for the intake and understanding of new information. English as a Foreign Language (EFL): The role of English in countries where it is taught as a subject in schools

Vocational Education Students: The 2nd year students in Diploma of Vocational Education in 10 programs who will enroll in Developing Skills for English Communication 2 in the first semester (2012)

Perceptual Learning Styles

Definitions of Terms Definitions of Terms Used (Cont.)Used (Cont.)

1) Visual Style: Tendency to learn more effectively through visual perception. 2) Auditory Style: Tendency to learn more effectively through auditory perception.

3) Kinesthetic Style: Tendency to learn more effectively through whole-body movement.

Perceptual Learning Styles (Cont.)

Definitions of Terms Definitions of Terms Used (Cont.)Used (Cont.)

4) Tactile Style: Tendency to learn more effectively through touch and hand-on activity.5) Group Style: Tendency to learn more effectively through working with others.

6) Individual Style: Tendency to learn more effectively through working alone.

Students in learning more effectively, easier, and more enjoyable.

Anticipated OutcomesAnticipated Outcomes

Teachers in selecting the appropriate teaching approaches, styles, and materials to maximize student learning

CurriculumCurriculum for the Diploma of Vocational Education

LITERATURE REVIEWLITERATURE REVIEW

Principlesskilled workersoccupational competenciesan opportunity for the business sector Objectives

to produce and develop skilled workers with knowledge, vocational skills, morals, ethics, disciplines, attitude, personality, and intelligence.

CurriculumCurriculum for the Diploma of Vocational Education

Learning-Teaching enroll in any modes of learning offered

emphasizes real practiceTime Duration2 years for a vocational certificate

3 years for upper secondary education certificates

Implementation

CurriculumCurriculum for the Diploma of Vocational Education

CreditsStructureProjectOn-the-job Training QualificationsEvaluationExtracurricular Activities Graduation

Learning styles qualified as cognitive, affective, and psychological behavior which show how learner perceive, interact with, and respond to the learning environment (NASSP 1979).

Definition of Learning Definition of Learning StylesStyles

Learning styles refer to “stable, pervasive characteristics of individual, expressed through the interaction of one's behaviors and personality as one approaches a learning task” (Reid 1987)

Definition of Learning Definition of Learning StylesStyles

Cornett 1983

wikipedia

Dunn&Griggs1988

Loo 2002

P.Smith &

Dalton 2005

Johnson&Orwig 1998

Zapalska 2007

Cottrell 2001

Godoy&

Amandi2006Yannni

belli et al.2006

Briggs 2000

Smith 2002

learning style and learning strengths and weaknesses

Fundamentals of Fundamentals of Learning Styles Learning Styles

wide continuums be value-neutral be encouraged to “stretch” learning styles strategies

awareness of their learning strengths and weaknesses

Learning Style Categories

Cognitive Learning StylesField Independent and Field Dependent Learning Style

Analytic and Global Learning Styles

Reflective and Impulsive Learning Styles

Kolb Experiential Learning Model

Reid (1995) refers learning styles to an individual's natural, habitual and preferred way(s) of absorbing, processing, and retaining new information and skills.

Cognitive

Sensory

Affective/

temperamen

t

Learning Style Categories

Sensory Learning Styles Perceptual Learning Styles

Affective or Temperament Learning StylesMyers-Briggs Type Indicator (MBTI)

Tolerance of Ambiguity StylesRight and Left Brained Learning Styles

Cognitive Learning StylesElementary school children (Peck 1995)

Child (Schmeck 1988)

Sensory Learning StylesESL adult immigrations (Rossi-Le 1989)

Significant culture differences (Reid 1987)

Affective or Temperament Learning StylesNative English Speaker (NES) writing classes (Jensen and DiTiberio 1984, 1989)

Cognitive Learning Styles

Sensory Learning Styles

Affective or Temperament Learning Styles

Children

Native English Speaker

ESL adult & Asian students

Advantages of Perceptual Advantages of Perceptual Learning Preferences SurveyLearning Preferences Survey

students can easily tabulate their own results and enjoy the

immediate gratification (Kinsella 1994)

Related Related ResearchesResearches

Willing (1988) conducted a research with respect to the learning styles in adult migrant educationImpossible for statistically valid cross-comparisons

Considered individual characteristics separately

cultural differences with respect to learning style preferences

International Related Researches

Related Related ResearchesResearches

Reid (1987) conducted a research with respect to the learning style preferences of ESL learners.ESL learners strongly preferred kinesthetic and tactile learning styles

most groups showed a negative preference for group learning

International Related Researches

Related Related ResearchesResearches

Stebbins (1995) replicated Reid’s (1987) study to obtain more information about the similarities and differences in learning styles between ESL learners and Native English Speakers (NESs).results paralleled with Reid’s results

Kinesthetic and tactile learning styles were strongly preferred by ESL students when compared to NESs

International Related Researches

Related Related ResearchesResearches

Banbang (2010) investigated 232 undergraduate studentsEngineering students preferred visual learning styles the most

Applied Science students preferred kinesthetic learning styles the most

Domestic Related Researches

Related Related ResearchesResearches

Boonsuk (2008) surveyed 433 Pondok schools studentsMost students preferred the group learning styles

Domestic Related Researches

Simsek (2005) explored 134 secondary school studentsMost students preferred kinesthetic style

Singhasiri et al. (2004), Watanasin (2004), Sattacomkul (1992)

Buranarek (2002), Tepsatit (1998), Nimmanpisut (1992)

Vocational Vocational EducationEducation

CertiCertificatficatee

DiploDiplomama

YES NO

METHODOLOGYMETHODOLOGY

438 diploma students who are learning English as a foreign language at Trat Technical College

Population and Sample

171 second-year diploma students who will enroll in Developing Skills for English Communication 2 in the 1st semester (2012) in 10 programs

Sample

Table 1: Population

No. Programs

GendersTotalMal

eFema

le

1 Building Construction Technology

14 1 15

2 Mechanical Technology 46 46

3 Electrical Power Technology

16 16

4 Electronics Technology 16 16

5 Metal Work Technology 2 2

6 Production Technology 13 13

7 Business Computer 9 14 23

8 Information Technology 9 2 11

9 Marketing 1 4 5

10 Accounting 1 13 14

Total 137 34 171

PLSPQ is currently widespread with educators and have found in many educational researches (Boonsuk 2008).

Instrument

Questionnaires

PLSPQindividual

demographic

information

Questionnaire will be adopted from Reid (1987, 1998) and translated into Thai language utilizing from Simsek (2005) and Boonsuk (2008) for students' understanding.

Validity and reliability of the questionnaireA Draft

Questionnaire

submitted to

the research advisor proofread by colleagues

a pilot questionnaire

Arithmetic Mean and Standard Deviationlevels of use of language learning styles

Data Analysis and Statistical Procedures

Descriptive statistics through SPSS

Independent Sample T-testthe perceptual learning style preferences of students from different programs and genders.

significant difference between males and females

Item SA

A U D SD

1 When the teacher tells me the instruction, I understand better.

เมื่��อครู�ผู้�สอนอธิ�บายถึ�งค�าส� �งเพิ่��มื่เติ�มื่ ฉั�นรู� ส�กว่�าเข้าใจดี!ย��งข้�"น

2 I prefer to learn by doing something in class.ฉั�นชอบที่!�จะเรู!ยนในห้องโดียการูลงมื่�อปฏิ�บ�ติ�มื่ากกว่�า

3 I get more work done when I work with others.

ฉั�นที่�างานในห้องเรู!ยนไดีมื่ากข้�"น เมื่��อมื่!เพิ่��อนรู�ว่มื่ห้องรู�ว่มื่ที่�าดีว่ย

4 I learn more when I study with a group ฉั�นเรู!ยนรู� ไดีมื่ากข้�"น เมื่��อเรู!ยนเป,นกล-�มื่

5 In class, I learn best when I work with others.

ในห้องเรู!ยน ฉั�นจะเรู!ยนรู� ไดีดี!ที่!�ส-ดีเมื่��อมื่!เพิ่��อนรู�ว่มื่ช�"นเรู!ยนดีว่ย

6 I learn better by reading what the teacher writes on the blackboard.ฉั�นรู� ส�กว่�าฉั�นเรู!ยนไดีดี!ข้�"นเมื่��ออ�านข้อคว่ามื่ที่!�ครู�เข้!ยนบนกรูะดีาน

7 When someone tells me how to do something in class, I learn it better.

เมื่��อติองการูจะที่�าอะไรูซั�กอย�าง ฉั�นรู� ส�กว่�าฉั�นเรู!ยนรู� ไดีดี! ข้�"น เมื่��อมื่!คนบอกถึ�งว่�ธิ!การูในที่�า

8 When I do things in class, I learn better. ในห้องเรู!ยน เมื่��อไดีลงมื่�อที่�าแลว่ฉั�นเรู!ยนรู� ไดีดี!ข้�"น

9 I remember things I have heard in class better than things I have read.

ฉั�นจะจ�าส��งติ�างๆ ที่!�ไดีย�นในห้องเรู!ยนไดีดี!กว่�าส��งที่!�ฉั�นไดีอ�านในห้องเรู!ยน

10 When I read instructions, I remember them better.

เมื่��อฉั�นอ�านค�าส� �งติ�างๆ ฉั�นจะจ�าไดีดี!ข้�"น

Item SA

A U D SD

11 I learn more when I can make a model of something.

ฉั�นเรู!ยนรู� ไดีมื่าก ถึาฉั�นสรูางแบบจ�าลองจากส��งที่!�ฉั�นเรู!ยนไดี

12 I understand better when I read instructions.

ฉั�นเข้าใจไดีดี! เมื่��ออ�านค�าส� �งห้รู�อข้อคว่ามื่ติ�างๆ

13 When I study alone, I remember things better.

ฉั�นจ�าส��งติ�างๆ ไดีดี!เมื่��อเรู!ยนคนเดี!ยว่

14 I learn more when I make something for a class project.ฉั�นเรู!ยนรู� ไดีมื่ากข้�"นเมื่��อมื่!การูที่�าโครูงงานเก!�ยว่ก�บเรู��องที่!�เรู!ยน

15 I enjoy learning in class by doing experiments.ฉั�นรู� ส�กสน-กก�บการูเรู!ยนที่!�มื่!การูที่ดีลอง

16 I learn better when I make drawings as I study.ฉั�นสามื่ารูถึเรู!ยนรู� ไดีดี!ข้�"นเมื่��อมื่!การูว่าดีภาพิ่ปรูะกอบเก!�ยว่ก�บส��งที่!�ฉั�นเรู!ยน

17 I learn better in class when the teacher gives a lecture.ฉั�นเรู!ยนรู� ในห้องไดีดี!ข้�"นเมื่��อไดีฟั3งครู�พิ่�ดีในห้อง

18 When I work alone, I learn better.ฉั�นเรู!ยนไดีดี!ข้�"นเมื่��ออย��คนเดี!ยว่

19 I understand things better in class when I participate in role-playing.

ฉั�นเข้าใจส��งติ�างๆ ในห้องไดีดี!ข้�"นเมื่��อฉั�นมื่!ส�ว่นรู�ว่มื่ก�บก�จกรูรูมื่น�"นในห้องเรู!ยน

20 I learn better in class if I listen to someone.

ในห้องเรู!ยน ฉั�นเรู!ยนรู� ไดีดี!ย��งข้�"น ถึาฟั3งจากคนอ��นพิ่�ดี

Item SA

A U D SD

21 I enjoy working on an assignment with two or three classmates.ฉั�นรู� ส�กสน-กเมื่��อที่�าแบบฝึ5กห้�ดีรู�ว่มื่ก�บเพิ่��อนในห้องเรู!ยน

22 When I build something, I remember what I have learned better.

เมื่��อฉั�นสรูางอะไรูซั�กอย�าง ฉั�นจะจ�าว่�ธิ!การูที่�าไดีดี!มื่าก

23 I prefer to study with others.ฉั�นชอบที่!�จะเรู!ยนรู�ว่มื่ก�บคนอ��น

24 I learn better by reading than by listening to someone.ฉั�นเรู!ยนรู� ไดีดี!จากการูอ�านมื่ากกว่�าการูฟั3งคนอ��นพิ่�ดี

25 I enjoy making something for a class project.ฉั�นจะรู� ส�กสน-กที่-กครู�"งเมื่��อติองที่�าโครูงงานเก!�ยว่ก�บเรู��องที่!�เรู!ยน

26 I learn best in class when I can participate in related activities.ฉั�นจะเรู!ยนไดีดี!ที่!�ส-ดีถึาฉั�นไดีมื่!ส�ว่นรู�ว่มื่ก�บก�จกรูรูมื่ที่!�เก!�ยว่ก�บส��งที่!�เรู!ยน

27 In class, I work better when I work alone. ในห้องเรู!ยน ฉั�นจะที่�างานคนเดี!ยว่ไดีดี!กว่�า

28 I prefer working on projects by myself. ฉั�นชอบที่!�จะที่�าโครูงงานติ�างๆ เพิ่!ยงล�าพิ่�ง

29 I learn more by reading textbooks than by listening to lectures.ฉั�นเรู!ยนรู� จากการูอ�านติ�ารูาไดีดี!กว่�าการูฟั3งอาจารูย6พิ่�ดี

30 I prefer to work by myself. ฉั�นชอบที่�างานโดียล�าพิ่�งมื่ากกว่�า