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description Journal article public Journal of Social Sciences and Technical Education

Learning Styles and Online Technology Learning Platform Among Undergraduate Students in Sarawak

Lau Kiat-Hiong, Ling Ying-Leh
Published 2020

Abstract

The purpose of this quantitative descriptive study is to identify the level of students' learning styles, the level of usage towards online technology learning platform and whether there is any significant relationship between students' learning styles as independent variable and usage towards course components in online technology learning platform as the dependent variable. A simple random sampling is employed with a study sample of 30 foundation students comprising 18 males and 12 females all in the non-technical areas from a private higher educational institution in Sibu, Sarawak offering an online technology learning platform. Two instruments adapted from previous researchers, Grasha-Riechmann Student Learning Style Scale and RASE (Resources, Activity, Support, and Evaluation) pedagogical model were used to collect the data in a survey through a questionnaire in August 2018.  A pilot study was carried out with test results indicating the value of Cronbach Alpha of .955. Statistical Packages for Social Sciences is used to analyze the quantitative data.  The results showed a variable of dependent learning styles and resources that emerged at the highest level with a mean score of 4.72 and 4.55 respectively. Pearson coefficient indicated there is a significant relationship between learning styles and resources (r=.642, p<.05). By implications, students' learning styles are associated with usage towards course components in the online technology learning platform.  It is concluded with suggestions for the quality learning process and learning outcomes in an online environment, students are made aware of their learning styles and become more versatile learners with usage towards learning platform. Educators with an emphasis on learning design in activity variable whereas results would be more conclusive if actual academic performance variable is included.

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