Learning Styles of Engineering Students of the Mariano Marcos

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More specifically, it sought to answer to the following: What are the learning styles of the engineering students of Marino Marco’s State University? The result of this research study is very important and beneficial to the following: To the students. This study shall give them knowledge of the different learning styles and it shall give them the ideas of what are the strategies and techniques in learning. To the teachers. This study shall give them the knowledge of learning styles effective for the students to improve their skills. To the school administrators.

This study shall give them ideas on how to keep the good quality of education in the institution. To the future researchers. This study shall be their guide in the future research study that is related to this study. To the readers. This study shall be a way to widen their knowledge about the learning styles. Scope and Delimitation This study is designed to give the readers knowledge through a research paper about the learning styles of engineering students of Marino Marco’s State University. Copes of this study are the students of the College of Engineering at MUMS.

The following are conceptual and operational definition of terms used in the study in order to give clearer view on the readers’ understanding on how they are used in the text of study. College- tertiary level of education. Education- an act of gaining knowledge through going to school Engineering- the course involved in the realization of the research study. Learning style- an individual’s mode of gaining knowledge. Mean- collection of numbers taken as the sum of the numbers divided by the total number of respondents

Research- the act of conducting and finding a study made by other people Researchers- individuals who make research study Student- anyone who attend school, college or university CHAPTER II REVIEW OF RELATED LITERATURE This section gives a summary of related literature as well as studies which have bearings on the present study. Most people are aware that learning is not an instant event, but rather the culmination of a process in which students are actively involved. Teaching strategies, in this context, are attuned to a process and designed to help students move from previous learning towards desired new learning experiences.

The learning activity or sequence of activities is generally described as the teaching strategy, designed at a particular level to promote desired learning (Paper on Educational Issues and Strategies: Curriculum Branch, ministry of Education (School Division), Aviator, 1986). According to Sober and Mallet’s (1975), the art of teaching is the art of communicating interest and ideas, and the teacher who can express and illustrate this in a variety of ways stands the best chance of getting them across.

Therefore, every teacher should be well-equipped with instructional aides and materials to be blew to convey better the ideas he wants to impart to his student. The characteristics of a good student include the drive to achieve their goals in life academically. The student is willing to study independently and ask for assistance when necessary. She/he is also willing to participate in class and be involved in things that will help propel their learning outside of the classroom. The following are some of the characteristics of a good student according to Severe: 1 . A good student is well rounded and tries to make time studying and social activities. They set up a study schedule so that there studying does not get interrupted by other things. They make time for socializing in order to counter the stress that comes from all their classes, 2. ) A good student also makes time for their interests because I believe if a student does things that they like it will be easier for them to be successful because they won’t feel so stressed all the time, 3. ) A good student is not necessarily a student that studies hard and gets the best grades.

A good student should be a student that can balance school with a social life. At the same time the student should know when to buckle down and focus on work, 4. ) A till are involved in extra activities like dance sports volunteer work, 5. ) A good student is responsible for their own learning as well as keeping time management skills. A student should also apply themselves to the homework and the activities shown in class to daily life, and 6. ) A good student wants to learn. They want to go to class to learn what the teacher provides for them. They want to develop into a better writer or get better at math.

From the characteristics given by Severe, a website added some qualities of a good student include attitude: basically, a good students possesses the ability and illnesses to learn new subjects even the subjects are not interesting. Academic skills: acquiring academic skills is the most important quality of a good student. Ability to read comprehensively, to write effectively, to speak fluently, and to communicate clearly are the key areas in which a good student must be proficient. Ability: a good student has the ability to apply the results of his or her learning in to a creative way and achieve the goals.

Perceptiveness: a good student always perceives right meaning from conversations, but an average student often misunderstands the original thought of a speaker or writer and derives a wrong conclusion. And Self- Discipline: discipline in managing the time is an important factor that every good student must possess. Institutions of higher learning across the nation are responding to political, economic, social and technological pressures to be more responsive to students’ needs and more concerned about how well students are prepared to assume future societal roles.

Faculty are already feeling the pressure to lecture less, to make learning environments more interactive, to integrate technology into the learning experience, and to use collaborative learning strategies when appropriate (Teaching strategies). Students learn in many ways- by seeing and hearing; reflecting and acting; reasoning logically and intuitively; memorizing and drawing analogies and building mathematical models; steadily and in fits and starts (Learning and Teaching Styles in Engineering Education).

Learning in a structured educational setting may be thought of as a two-step process involving the reception and processing of information. In the reception step, external information (observable through senses) and internal information (arising introspectively) become available to students, who select the material they will process and ignore the rest. The processing step may involve simple memorization or inductive or deductive reasoning, reflection or action, and introspection or interaction with others. The outcome is that the material is either “learned” in one sense or another or not learned.

A student’s learning style may be defined in large part by the answers to five 1 . What type of information does the student preferentially perceive: questions: sensory (external)- sights, sound, physical sensations, or intuitive (internal)- capabilities, insights, hunches? 2. Through which sensory channel is external information most effectively perceived: visual- pictures, diagrams, graphs, demonstrations, or auditory- words, sounds? 3. With which organization of information is the student most comfortable: inductive- facts and observations are consequences and applications are deduced? . How does the students prefer to process information: actively- through engagement in physical activity or discussion, or reflectively- through introspection? 5. How does the student progress toward understanding: sequentially- in continual steps, or globally- in large Jumps, logistically? Processes of learning go on inside people and are not for the most part observable. Therefore, learning “laws” cannot be formulated at the level of stipulated specific behaviors, and hence deviancy during learning cannot be spotted (The Classroom Society).

Learning, like language and self, is essentially “dialog,” requiring socially shared meanings and understandings. It is not simply the outcome of one practice (teaching) and of marginal interest to another (research). It provides the defining feature of both practices and is central to a comprehensive model of academic practice more nearly and the reflective professional in particular. Learning is not entirely or even mostly in the power of the teacher. Teachers cannot substantially change the character and nature of individual abilities and styles of learning (Gardner, 1993) (Learning and Teaching in Higher Education).

Here’s some of the learning styles got from a website: 1 . ) Engaged Learning – Students are engaged in active learning when they read, write, listen, speak and view in a variety of settings to gather information and develop concepts important to everyday life. These concepts, together with basic facts, form the foundation for all learning, 2. Problem Solving – Problem solving is fundamental to all curriculum areas. Students construct knowledge of the world as they recognize problems, formulate solutions and arrive at conclusions, 3. Communication – Communication is central to learning to express ideas and understand the ideas of others. Clear communication also involves use of standard grammar, spelling, punctuation and capitalization, 4. ) Collaboration – Collaboration is an important process in a democratic society. Learning is often a social process that requires students to value and work with others, 5. ) Seeking Connections – Knowledge does not exist in isolation. Students learn that the content areas are connected.

Such learning is essential to forming a comprehensive understanding of the world in which we live, and 6. ) Technology – Technology allows students to reach beyond the walls of the classroom to obtain information on a wide variety of topics. Technology permits students to be active researchers and communicators in the quest for knowledge. One of the most common and widely-used categorization of the various types of learning styles is Flemings PARK model (sometimes VS.) which expanded upon earlier Neuron-linguistic programming (PARK) models: 1. Visual Learners; 2. Auditory Learners; 3.

Kinesthesia Learners or Tactile Learners Fleming claimed that visual learners have a preference for seeing (think in pictures; visual aids such as overhead slides, diagrams, handouts, etc. ). Auditory learners best learn through listening (lectures, discussions, tapes, etc. ). Tactile/ kinesthesia learners prefer to learn via experience?moving, touching, and doing (active exploration of the world; science projects; experiments, etc. ). Its use in Students can also use the model to identify their preferred learning style and maximize their educational experience by focusing on what benefits them the most.

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