A study on learning style preference in traditional learning environment - Timothy, Okpeku; Omonzuanvbo Ihonvbere, Julius
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Academic Paper from the year 2024 in the subject Pedagogy - School System, Educational and School Politics, , language: English, abstract: The study examined learning style preference in a traditional learning environment. The specific aim is to determine the influence of individual learning styles on students¿ performance in Technical Drawing Subjects. The study adopted a quasi-experimental approach to determine learning style preferences in a class of 45 students. Learning style inventory was used as an instrument for data collection which was centered on isometric projection. The outcome of…mehr

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Produktbeschreibung
Academic Paper from the year 2024 in the subject Pedagogy - School System, Educational and School Politics, , language: English, abstract: The study examined learning style preference in a traditional learning environment. The specific aim is to determine the influence of individual learning styles on students¿ performance in Technical Drawing Subjects. The study adopted a quasi-experimental approach to determine learning style preferences in a class of 45 students. Learning style inventory was used as an instrument for data collection which was centered on isometric projection. The outcome of the treatments was analyzed using Multiple Regression and Pearson Product Moment Correlation Coefficient. The findings revealed that kinesthetic learners scored higher in the isometric projection test conducted followed by visual learners and auditory learners came last. Hypothetically, the result shows a significant difference in the three learning styles (visual, auditory, and kinesthetic). However, teachers¿ poor understanding of students' learning styles seems to be a source of concern to many education experts in Nigeria. Hence, the study recommends teachers' proper understanding and consideration of students¿ visual, auditory, and kinesthetic learning styles in a traditional learning environment in senior secondary schools in Nigeria.
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Autorenporträt
BIOGRAPHY Dr. Timothy Oziegbe Okpeku was born in Okokomoiko, Ojo Local Government Area of Lagos State. He started his primary education at Okhide Primary School Uzebba where he obtained his primary school leaving certificate and proceeded to Uzebba Grammar School for his secondary education where he obtained his National Examination Council (NECO) certificate. He received his Bachelor¿s degree from Ambrose Alli University Ekpoma, Nigeria. He proceeded to the University of Benin where he obtained his Master¿s degree. He thereafter moved to his Alma Mata where he received his Doctor of Philosophy (Ph.D.) degree. As a student, he was a class prefect at Uzebba Grammar School, Uzebba-Iuleha, and later a class representative at the University of Benin. His hands-on research and pedagogical experience earned him the first graduate of his department's post-graduate degree program. He started his career as a teacher. Thereafter he joined the Edo State government public service as an industry officer at the Edo State Ministry of Commerce and Industry, Benin City, Nigeria. Due to his passion for Nigeria's education system, education policies and programs, curriculum reform, education equity, and student achievement gap, he was among the six post-doctoral scholars selected in Africa by the Government of the Republic of China (Taiwan) as African visiting scholars to the Republic of China (Taiwan). A transnational task that took him to the Republic of China (Taiwan) for one year (January-December, 2022). While in Taiwan, he was assigned to the National Taichung University of Education, to examine the strategic aspects of the Taiwanese educational system and lessons for Nigeria. His research interests cut across school politics, pedagogy, didactic, e-learning, education psychology, education leadership, education sociology, school system, education policy, curriculum design, educational equity, program evaluation, achievement gap, instructional technology, comparative education, vocational, technical education, and training. He has recently published 17 academic papers, 7 commentaries, 12 contributed postgraduate thesis/dissertations, and 5 academic seminar papers. Dr. Timothy O. Okpeku is a recipient of the Taiwan Fellowship Award.