The Association of Learning Styles with Knowledge and Performance in Vertebrate Identification of Biology Students
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| Title: | The Association of Learning Styles with Knowledge and Performance in Vertebrate Identification of Biology Students |
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| Language: | English |
| Authors: | Kalender Arikan (ORCID |
| Source: | Journal of Baltic Science Education. 2025 24(1):7-18. |
| Availability: | Scientia Socialis Ltd. 29 K. Donelaicio Street, LT-78115 Siauliai, Republic of Lithuania. e-mail: scientia@scientiasocialis.lt; e-mail: mail.jbse@gmail.com; Web site: http://www.scientiasocialis.lt/jbse/ |
| Peer Reviewed: | Y |
| Page Count: | 12 |
| Publication Date: | 2025 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Cognitive Style, Biology, Retention (Psychology), Science Education, Science Achievement, Learning Activities, Correlation, Student Attitudes, Science Tests, Scores, Undergraduate Students, Measurement Techniques, Laboratory Experiments, Foreign Countries, Animals, Classification |
| Geographic Terms: | Turkey (Ankara) |
| ISSN: | 1648-3898 2538-7138 |
| Abstract: | Learning style (LS), either visual or verbal, has become debatable in the f ield of education vis-à-vis its relation to student success. However, it remains a valuable research theme for improving learning activities in the teaching of highly visual science fields, including biology, physics, and chemistry. Previous studies have primarily focused on the success of participants in the courses they took according to their predetermined learning preferences. Conversely, in this study, all participants attended the vertebrate course and took the same tests. Notably, this study aimed to reveal the relationship between participants' LS, the type of acquired knowledge (visual or verbal), and the retention of knowledge. Accordingly, a self-reported, revised Visualizer-Verbalizer Questionnaire (VVQ) and interviews were used to assess participants' (N = 66; 38 females and 28 males) LS. According to the study results, the visualizers' identification test scores correlate with LS in the first tests, while those of the verbalizers do not. Retention tests are a distinctive factor in revealing the relationship between LS and test scores. This study shows that investigating the effects of LS in different circumstances contributes to the field of education, and that more in-depth data can be obtained from individuals' learning activities. |
| Abstractor: | As Provided |
| Entry Date: | 2025 |
| Accession Number: | EJ1463772 |
| Database: | ERIC |
| Abstract: | Learning style (LS), either visual or verbal, has become debatable in the f ield of education vis-à-vis its relation to student success. However, it remains a valuable research theme for improving learning activities in the teaching of highly visual science fields, including biology, physics, and chemistry. Previous studies have primarily focused on the success of participants in the courses they took according to their predetermined learning preferences. Conversely, in this study, all participants attended the vertebrate course and took the same tests. Notably, this study aimed to reveal the relationship between participants' LS, the type of acquired knowledge (visual or verbal), and the retention of knowledge. Accordingly, a self-reported, revised Visualizer-Verbalizer Questionnaire (VVQ) and interviews were used to assess participants' (N = 66; 38 females and 28 males) LS. According to the study results, the visualizers' identification test scores correlate with LS in the first tests, while those of the verbalizers do not. Retention tests are a distinctive factor in revealing the relationship between LS and test scores. This study shows that investigating the effects of LS in different circumstances contributes to the field of education, and that more in-depth data can be obtained from individuals' learning activities. |
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| ISSN: | 1648-3898 2538-7138 |
