Student Learning Styles in Information Technology

SUSSY BAYONA-ORÉ

Autonomous University of Peru,

Lima,

PERU

Abstract:- Teachers employ various strategies to facilitate student learning. Each student possesses a unique

way of gaining motivation and absorbing information. Achieving the best possible outcomes in the teaching-

of the students can significantly assist teachers in enhancing the efficiency of the teaching-learning process.

Key-Words: - learning, Kolb’s model, education, learning styles

Received: September 16, 2022. Revised: August 11, 2023. Accepted: September 9, 2023. Published: September 28, 2023.

1 Introduction

Each student possesses a distinct learning style and

a unique manner of interacting with the world. The

student’s learning approach is rooted in cognitive

and psychological factors. The various methods by

improved comprehension and retention.

Numerous authors concur that embracing the

concept of learning styles allows for the

implementation of suitable pedagogical

methodologies within the classroom, [4]. It also

enables the cultivation of a versatile approach that

resonates with the majority of students, [5].

Consequently, the notion of learning styles serves as

a tool for refining the teaching-learning process.

Learning entails the acquisition or adaptation of

learning styles has given rise to the formulation of

several learning style models, including Felder’s

model, Kolb’s model, [6], and the VARK model,

denoting visual, auditory, reading/writing, and

kinesthetic processes that emphasize, [7].

theory”, [6]. Kolb introduced a questionnaire

consisting of 12 questions designed to assess

learning styles. This inventory enjoys widespread

acceptance and use, [8]. In his proposition, Kolb,

dimensions: “active-reflective (processing

information); sensing-intuitive (perceiving

information); visual-verbal (inputting information)

and sequential-global (understanding information)”,

[7]. The VARK model underscores the previously

mentioned visual, auditory, reading/writing, and

kinesthetic classifications.

students’ learning styles. This investigation employs

Kolb’s model to ascertain the learning preferences

Various studies probing student attrition in

information and communication technology courses

suggest that individuals encountering difficulties in

mathematics and programming may be prone to

discontinuation, especially during the initial years of

students in the realm of information technology,

offering valuable insights for educators,

administrators, and students alike. Comprehending

student learning styles equips teachers with the tools

to employ varied strategies within the teaching-

learning process, thereby enhancing the

effectiveness of student learning.

2 Kolb’s Model and Learning Styles

Table 1. Learning styles

knowledge is created through the transformation of

experience”, [6]. Kolb identified four learning

styles: convergent (problem-solving and

implementation of ideas), divergent (imaginative

ability), assimilative (strong inductive reasoning),

and accommodative (efficiency in executing plans),

[9]. Kolb’s learning cycle encompasses four action

stages: feeling, observing, thinking, and doing.

appropriate pedagogical framework for engineering

Cluster 2 is linked to appropriate technology,

cognitive systems, and machine learning techniques,

among other subjects.

Cluster 5 addresses individual differences,

personalization, learning systems, and student

learning styles.

learning styles of students across various subject

areas and to design educational programs. The

study, [13], contends that when planning a medical

program, considering student learning styles is

crucial, a determination that can be facilitated

through the employment of the Kolb inventory.

Kolb’s inventory has proven effective in

designing adult-oriented education programs, [14],

and in elucidating the distinctions between the

learning styles of surgical residents and general

learning styles and appropriate learning models in

one instance; this yielded a favorable impact on

academic performance, [22].

have been incorporated into automotive engineering

courses, focusing on the dynamic performance of

vehicles and providing a learning environment

enriched with hands-on experiments, [24].

harnessed within the teaching-learning process for

biomedical engineering students who observed a

medical care procedure. They identified an issue and

A cross-sectional descriptive study was undertaken,

involving 53 undergraduate students from an

engineering school who were enrolled in

information technology-related courses. The

For data collection, the researchers utilized

Kolb’s inventory, [6], which was adapted to include

items such as age, gender, course, type of high

school (state or private), and place of origin. An

online questionnaire was employed for data

84.9% being male and 15.1% being female. In terms

of educational background, 62.3% attended private

4 Results

The research results indicate the characteristics of

the surveyed students. It is discernible that all

learning styles are present among the participants in

the study. Notably, the prevailing learning styles

observed among these students were the convergent

learning style (25) and the assimilative learning

style (18). Conversely, fewer students were

analytical, and task-oriented characteristics. They

take pleasure in technical facets, employ deductive

reasoning, and often excel in the practical

application of ideas. Sequential thinking is a

hallmark of their cognitive approach. They might

experience discomfort with endeavors lacking

logical structure or subjective judgments. The

outcomes underscore that 47.2% of the surveyed

undergraduate students identified with the

convergent learning style.

assimilative learning style.

learning style

divergent learning style typically demonstrate

learning style.

learning style exhibit adaptability to various

circumstances and a willingness to take risks. They

often rely on instinct or intuition rather than logical

analysis. The results indicate that 7.5% of the

surveyed students displayed an accommodative

learning style.

and communication technologies, [21]. The

significance of discerning students’ learning styles

arises from the imperative to understand their

attributes and enhance teaching strategies for more

impactful learning experiences.

among engineering students, wherein assimilative

and convergent learning styles prevailed,

particularly the convergent style among Informatics

Engineering students, [4], or Software Engineering

methodologies, and tools to resolve specific

challenges.

convergent learning style exhibit characteristics of

adept problem-solving and decision-making. Such

individuals often gravitate towards professions

demanding technological acumen, such as

engineering or computer science. To enhance their

abilities, they could focus on refining aspects linked

and quantitative data analysis.

The results of this study show that students have

diverse learning styles. In, [29], the predominant

learning styles of students not majoring in Computer

Science were accommodative and convergent.

According to, [5], a common concept says that

individuals differ in how they learn.

Educators should acquaint themselves with their

students’ learning styles to tailor suitable

6 Conclusions

The topic of learning styles within courses linked to

information and communication technologies

garners significant interest within the academic

34.0%. Consequently, educators should tailor their

pedagogical approaches primarily to align with

these predominant learning styles. It is important to

note that a limitation of this study lies in its sample

size. The outcomes of this study are anticipated to

be valuable to students, academic administrators,

and most importantly, educators. Acquiring an

understanding of their students’ learning styles

empowers teachers to implement instructional

strategies more likely to resonate with the majority

of students. In subsequent research endeavors,

evaluating learning styles across diverse courses can

help establish distinct student profiles.

[2] H. Altun, Investigation of High School

[3] N. Bilbao, A. de la Serna, E. Tejada, and A.

[11] F. Kaya, ÖZABACI N. and Tezel Ö.,

[13] A. Leonard and I. Harris, Learning style in a

[22] N. Jalinus, M. Zaus, R. Wulansari, R. Nabawi,

[23] L. Bennis, K. Kandali and H. Bennis,

Sources of Funding for Research Presented in a

Scientific Article or Scientific Article Itself

No funding was received for conducting this study.

Conflict of Interest

The author has no conflict of interest to declare.

This article is published under the terms of the

Creative Commons Attribution License 4.0