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Learning styles and achievement motivation of ITE students
Author
Puah, Keng Hai
Supervisor
Chang, Agnes Shook Cheong
Abstract
The purpose of this present study is to examine the relationship between learning styles and Grade Point Average (GPA) and between achievement motivation and GPA of ITE students. With knowledge of the different learning styles of their students, teachers can be more sensitive to the differences students bring to the classroom. The teachers would also be able to modify the way they teach their students and this would lead to improved instructional effectiveness. Research has shown that education outcome is positively correlated with achievement motivation. By understanding the achievement motivation level of the students, the teachers can make concerted effort to address the issue of low motivation for the students under their supervision. Hence this could lead to improvement in the training performance of the students.
The sample consisted of 291 students from the three main ability groups of students who enrolled into full-time engineering and technical courses of study at ITE. They have completed the GCE 'O' level students; the Normal Technical with credit in Mathematics, and those who have completed GCE 'N' level. The Kolb Learning Style Inventory (1999a) and the localized Aberdeen Academic Motivation Inventory (AAMI) were used to measure the student's overall learning style and Achievement Motivation respectively.
This study aims to investigate :
(1) The dominant learning styles among the three different ability groups of students.
(2) The relationship between students' achievement motivation and their GPA.
(3) The achievement motivation among the three different ability groups of students.
(4) The dominant learning styles of Chinese and Malay students.
(5) The dominant learning styles of male and female students.
(6) The achievement motivation of male and female students.
Analysis of the data suggests the following conclusions:
(1) There was no significant difference in learning styles among the three different ability groups. However, students who adopted the Converging learning style had highest GPA scores.
(2) Grade Point Average (GPA) and achievement motivation were positively correlated. This implied that students who did well in the training were also high in achievement motivation.
(3) There was no significant difference in the level of achievement motivation for the three different ability groups.
(4) There was no significant difference between Chinese and Malay students in learning styles. Chinese students were significantly better than the Malay students in GPA scores.
(5) There was no significant difference in learning styles between the male and female students. Female students had significantly higher GPA than the male students.
(6) There was no significant difference in achievement motivation scores between male and female respondents. Even though there was no significant difference, the female students had higher achievement motivation scores than the male students.
This study has educational implications for educators and parents. Suggestions are provided for educators and parents on how they can help the students improve academically.
The sample consisted of 291 students from the three main ability groups of students who enrolled into full-time engineering and technical courses of study at ITE. They have completed the GCE 'O' level students; the Normal Technical with credit in Mathematics, and those who have completed GCE 'N' level. The Kolb Learning Style Inventory (1999a) and the localized Aberdeen Academic Motivation Inventory (AAMI) were used to measure the student's overall learning style and Achievement Motivation respectively.
This study aims to investigate :
(1) The dominant learning styles among the three different ability groups of students.
(2) The relationship between students' achievement motivation and their GPA.
(3) The achievement motivation among the three different ability groups of students.
(4) The dominant learning styles of Chinese and Malay students.
(5) The dominant learning styles of male and female students.
(6) The achievement motivation of male and female students.
Analysis of the data suggests the following conclusions:
(1) There was no significant difference in learning styles among the three different ability groups. However, students who adopted the Converging learning style had highest GPA scores.
(2) Grade Point Average (GPA) and achievement motivation were positively correlated. This implied that students who did well in the training were also high in achievement motivation.
(3) There was no significant difference in the level of achievement motivation for the three different ability groups.
(4) There was no significant difference between Chinese and Malay students in learning styles. Chinese students were significantly better than the Malay students in GPA scores.
(5) There was no significant difference in learning styles between the male and female students. Female students had significantly higher GPA than the male students.
(6) There was no significant difference in achievement motivation scores between male and female respondents. Even though there was no significant difference, the female students had higher achievement motivation scores than the male students.
This study has educational implications for educators and parents. Suggestions are provided for educators and parents on how they can help the students improve academically.
Date Issued
2005
Call Number
LB1060 Pua
Date Submitted
2005