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Some students learning style particularities

Author(s): Adriana PETRUS-VANCEA

Journal: Analele Universitatii din Oradea, Fascicula Biologie
ISSN 1224-5119

Volume: TOM XVI;
Issue: 2;
Start page: 108;
Date: 2009;
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Keywords: learning style | learning strategies | students | double specializations | age of study

The investigation aimed two objectives, namely to study the relationship between the learning styles, strategies, motivation, orientations and opinions with regard to learning, of Biology Domain students, comparative with those from double domain Biology – Chemistry, and particular learning styles of students from different specialties, which are in the first year of study, comparative with those which are in the last year of cycle I (age III of study), under the Bologna system. A version adapted by Trif, in 2007 [1], of the Learning Style Inventory (ILS), designed by Vermunt and Rijswijk (1998), was administrated to the total number of 77 students. Students of Biology specialization (Bologna system) were largely learning style oriented to understanding and at those of the Biology-Chemistry (last generation of the old system) we identified a style based on reproduction, but the differences of learning strategies and motivations, orientations and opinions were not statistically significant between the two groups of students. The second hypothesis formulated by us proved to be true, identifying significant statistically differences between the strategies, motives and opinions about learning of first academic year students, who prefer step by step learning or external guidance, learning orientation being to note, to obtain a degree, wishing much more support from teachers or colleagues (expressing an undirected learning style), compared with third academic year students, which use concrete processing of information, with getting a job motivation.
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