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A SURVEY ON PERCEPTUAL A SURVEY ON PERCEPTUAL LEARNING STYLE LEARNING STYLE PREFERENCES OF PREFERENCES OF
VOCATIONAL EDUCATION VOCATIONAL EDUCATION STUDENTS AT TRAT STUDENTS AT TRAT TECHNICAL COLLEGETECHNICAL COLLEGE
Presented by Mr.Nattawut Matluang, [email protected]
A THESIS PROPOSAL SUBMITTED IN PARTIAL FULFILLMENT
OF THE REQUIREMENT FOR THE DEGREE OFMASTER OF ART IN APPLIED LINGUISTICS
(ENGLISH FOR SCIENCE AND TECHNOLOGY)KING MONGKUT’S INSTITUTE OF TECHNOLOGY
LADKRABANG
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INTRODUCTION
A SURVEY ON A SURVEY ON PERCEPTUAL LEARNING PERCEPTUAL LEARNING STYLE PREFERENCES OF STYLE PREFERENCES OF VOCATIONAL EDUCATON VOCATIONAL EDUCATON
STUDENTS AT TRAT STUDENTS AT TRAT TECHNICAL COLLEGETECHNICAL COLLEGE
LITERATURE REVIEW
METHODOLOGY
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Statement and Significance of the Problems
INTRODUCTIONINTRODUCTION
Objectives of the Study Research Questions Scopes or Limitation of the study Rationale of the Study Definitions of Terms Used Anticipated Outcomes
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LITERATURE REVIEWLITERATURE REVIEW
Curriculum for the Diploma of Vocational Education
Definition of Learning Styles Fundamentals of Learning Styles Learning Style Categories Related Researches
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METHODOLOGYMETHODOLOGY
Population and Sample
Instrument
Validity and Reliability of the Questionnaire
Data Analysis and Statistical Procedures
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English is one of the world significant languages (Hou 2009).
INTRODUCTIONINTRODUCTION
English is official language in more than 50 countries (CIA 2012) Educational Improvement in the 2nd Decade of Education Reform (2011-2018) Government’s Educational Policy in Student-Centered Learning
Statement and Significance of the
Problems
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Important component of learning style theory.
INTRODUCTION (Cont.)INTRODUCTION (Cont.)
Need of investigating the learning style differences.
Different teaching-learning atmospheres from my 7-year experience in 2 technical colleges.
Lack of understanding in the nature of students' perceptual learning style preferences.
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Objectives of the StudyObjectives of the Study
To investigate the perceptual learning style preferences of vocational education students in 10 programs at Trat Technical College.
To compare the perceptual learning style preferences of vocational education students from different programs and genders at Trat Technical College.
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Research QuestionsResearch Questions
What are the perceptual learning style preferences of vocational education students in 10 programs at Trat Technical College? Are there any differences between the perceptual learning style preferences of vocational education students from different programs and genders?
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Scopes or Limitation of Scopes or Limitation of the studythe study
Focus on investigating the perceptual learning style preferences of the second-year vocational education students in diploma who will enroll in Developing Skills for English Communication 2 in the 1st semester (2012) in 10 programs.
Use a self-report questionnaire of the Perceptual Learning Style Preference Survey (PLSPS) Reid (1987) to identify students' perceptual learning style preferences
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Sub-Committees on Leaning Reform of Thai National Education Commission & Thai Ministry of Education changed teacher-centeredness to learner-centeredness ( Phungphol 2005).
Rationale of the StudyRationale of the Study
Teaching-learning process shall aim at learners' best development of own pace and potentiality (NEA 1999).
Teachers' role is to adapt the idea of the learners-centered approach (Nunan 1988; Rost & Ross 1991).
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Student should be aware of their learning styles which teachers need to guarantee this (Pask 1977).
Rationale of the Study Rationale of the Study (Cont.)(Cont.)
Learning styles theory has been utilized extensively in education research studies (Kinsella 1993; Oxford 1995; Oxford & Nam 1998; Reid 1995, 1998; Rossi-Le 1995; Stebbins 1995).
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Many researchers studied on learning styles; Claxton and Marrell (1987), Chang (2003), Hsu (2007), Reid (1987) etc.
Rationale of the Study Rationale of the Study (Cont.)(Cont.)
Some researchers focused on learning styles in Thailand, Nimmanpisood (1992), Buranarek (2002), Simsek (2005), Boonsuk (2008), Banbang (2010) etc.
No research have emphasized on diploma students' perceptual learning style preferences in Thailand.
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Definitions of Terms Definitions of Terms UsedUsed
Learning Styles: Internally based characteristics that are the basis for the intake and understanding of new information. English as a Foreign Language (EFL): The role of English in countries where it is taught as a subject in schools
Vocational Education Students: The 2nd year students in Diploma of Vocational Education in 10 programs who will enroll in Developing Skills for English Communication 2 in the first semester (2012)
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Perceptual Learning Styles
Definitions of Terms Definitions of Terms Used (Cont.)Used (Cont.)
1) Visual Style: Tendency to learn more effectively through visual perception. 2) Auditory Style: Tendency to learn more effectively through auditory perception.
3) Kinesthetic Style: Tendency to learn more effectively through whole-body movement.
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Perceptual Learning Styles (Cont.)
Definitions of Terms Definitions of Terms Used (Cont.)Used (Cont.)
4) Tactile Style: Tendency to learn more effectively through touch and hand-on activity.5) Group Style: Tendency to learn more effectively through working with others.
6) Individual Style: Tendency to learn more effectively through working alone.
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Students in learning more effectively, easier, and more enjoyable.
Anticipated OutcomesAnticipated Outcomes
Teachers in selecting the appropriate teaching approaches, styles, and materials to maximize student learning
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CurriculumCurriculum for the Diploma of Vocational Education
LITERATURE REVIEWLITERATURE REVIEW
Principlesskilled workersoccupational competenciesan opportunity for the business sector Objectives
to produce and develop skilled workers with knowledge, vocational skills, morals, ethics, disciplines, attitude, personality, and intelligence.
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CurriculumCurriculum for the Diploma of Vocational Education
Learning-Teaching enroll in any modes of learning offered
emphasizes real practiceTime Duration2 years for a vocational certificate
3 years for upper secondary education certificates
Implementation
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CurriculumCurriculum for the Diploma of Vocational Education
CreditsStructureProjectOn-the-job Training QualificationsEvaluationExtracurricular Activities Graduation
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Learning styles qualified as cognitive, affective, and psychological behavior which show how learner perceive, interact with, and respond to the learning environment (NASSP 1979).
Definition of Learning Definition of Learning StylesStyles
Learning styles refer to “stable, pervasive characteristics of individual, expressed through the interaction of one's behaviors and personality as one approaches a learning task” (Reid 1987)
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Definition of Learning Definition of Learning StylesStyles
Cornett 1983
wikipedia
Dunn&Griggs1988
Loo 2002
P.Smith &
Dalton 2005
Johnson&Orwig 1998
Zapalska 2007
Cottrell 2001
Godoy&
Amandi2006Yannni
belli et al.2006
Briggs 2000
Smith 2002
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learning style and learning strengths and weaknesses
Fundamentals of Fundamentals of Learning Styles Learning Styles
wide continuums be value-neutral be encouraged to “stretch” learning styles strategies
awareness of their learning strengths and weaknesses
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Learning Style Categories
Cognitive Learning StylesField Independent and Field Dependent Learning Style
Analytic and Global Learning Styles
Reflective and Impulsive Learning Styles
Kolb Experiential Learning Model
Reid (1995) refers learning styles to an individual's natural, habitual and preferred way(s) of absorbing, processing, and retaining new information and skills.
Cognitive
Sensory
Affective/
temperamen
t
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Learning Style Categories
Sensory Learning Styles Perceptual Learning Styles
Affective or Temperament Learning StylesMyers-Briggs Type Indicator (MBTI)
Tolerance of Ambiguity StylesRight and Left Brained Learning Styles
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Cognitive Learning StylesElementary school children (Peck 1995)
Child (Schmeck 1988)
Sensory Learning StylesESL adult immigrations (Rossi-Le 1989)
Significant culture differences (Reid 1987)
Affective or Temperament Learning StylesNative English Speaker (NES) writing classes (Jensen and DiTiberio 1984, 1989)
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Cognitive Learning Styles
Sensory Learning Styles
Affective or Temperament Learning Styles
Children
Native English Speaker
ESL adult & Asian students
Advantages of Perceptual Advantages of Perceptual Learning Preferences SurveyLearning Preferences Survey
students can easily tabulate their own results and enjoy the
immediate gratification (Kinsella 1994)
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Related Related ResearchesResearches
Willing (1988) conducted a research with respect to the learning styles in adult migrant educationImpossible for statistically valid cross-comparisons
Considered individual characteristics separately
cultural differences with respect to learning style preferences
International Related Researches
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Related Related ResearchesResearches
Reid (1987) conducted a research with respect to the learning style preferences of ESL learners.ESL learners strongly preferred kinesthetic and tactile learning styles
most groups showed a negative preference for group learning
International Related Researches
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Related Related ResearchesResearches
Stebbins (1995) replicated Reid’s (1987) study to obtain more information about the similarities and differences in learning styles between ESL learners and Native English Speakers (NESs).results paralleled with Reid’s results
Kinesthetic and tactile learning styles were strongly preferred by ESL students when compared to NESs
International Related Researches
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Related Related ResearchesResearches
Banbang (2010) investigated 232 undergraduate studentsEngineering students preferred visual learning styles the most
Applied Science students preferred kinesthetic learning styles the most
Domestic Related Researches
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Related Related ResearchesResearches
Boonsuk (2008) surveyed 433 Pondok schools studentsMost students preferred the group learning styles
Domestic Related Researches
Simsek (2005) explored 134 secondary school studentsMost students preferred kinesthetic style
Singhasiri et al. (2004), Watanasin (2004), Sattacomkul (1992)
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Buranarek (2002), Tepsatit (1998), Nimmanpisut (1992)
Vocational Vocational EducationEducation
CertiCertificatficatee
DiploDiplomama
YES NO
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METHODOLOGYMETHODOLOGY
438 diploma students who are learning English as a foreign language at Trat Technical College
Population and Sample
171 second-year diploma students who will enroll in Developing Skills for English Communication 2 in the 1st semester (2012) in 10 programs
Sample
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Table 1: Population
No. Programs
GendersTotalMal
eFema
le
1 Building Construction Technology
14 1 15
2 Mechanical Technology 46 46
3 Electrical Power Technology
16 16
4 Electronics Technology 16 16
5 Metal Work Technology 2 2
6 Production Technology 13 13
7 Business Computer 9 14 23
8 Information Technology 9 2 11
9 Marketing 1 4 5
10 Accounting 1 13 14
Total 137 34 171
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PLSPQ is currently widespread with educators and have found in many educational researches (Boonsuk 2008).
Instrument
Questionnaires
PLSPQindividual
demographic
information
Questionnaire will be adopted from Reid (1987, 1998) and translated into Thai language utilizing from Simsek (2005) and Boonsuk (2008) for students' understanding.
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Validity and reliability of the questionnaireA Draft
Questionnaire
submitted to
the research advisor proofread by colleagues
a pilot questionnaire
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Arithmetic Mean and Standard Deviationlevels of use of language learning styles
Data Analysis and Statistical Procedures
Descriptive statistics through SPSS
Independent Sample T-testthe perceptual learning style preferences of students from different programs and genders.
significant difference between males and females
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Item SA
A U D SD
1 When the teacher tells me the instruction, I understand better.
เมื่��อครู�ผู้�สอนอธิ�บายถึ�งค�าส� �งเพิ่��มื่เติ�มื่ ฉั�นรู� ส�กว่�าเข้าใจดี!ย��งข้�"น
2 I prefer to learn by doing something in class.ฉั�นชอบที่!�จะเรู!ยนในห้องโดียการูลงมื่�อปฏิ�บ�ติ�มื่ากกว่�า
3 I get more work done when I work with others.
ฉั�นที่�างานในห้องเรู!ยนไดีมื่ากข้�"น เมื่��อมื่!เพิ่��อนรู�ว่มื่ห้องรู�ว่มื่ที่�าดีว่ย
4 I learn more when I study with a group ฉั�นเรู!ยนรู� ไดีมื่ากข้�"น เมื่��อเรู!ยนเป,นกล-�มื่
5 In class, I learn best when I work with others.
ในห้องเรู!ยน ฉั�นจะเรู!ยนรู� ไดีดี!ที่!�ส-ดีเมื่��อมื่!เพิ่��อนรู�ว่มื่ช�"นเรู!ยนดีว่ย
6 I learn better by reading what the teacher writes on the blackboard.ฉั�นรู� ส�กว่�าฉั�นเรู!ยนไดีดี!ข้�"นเมื่��ออ�านข้อคว่ามื่ที่!�ครู�เข้!ยนบนกรูะดีาน
7 When someone tells me how to do something in class, I learn it better.
เมื่��อติองการูจะที่�าอะไรูซั�กอย�าง ฉั�นรู� ส�กว่�าฉั�นเรู!ยนรู� ไดีดี! ข้�"น เมื่��อมื่!คนบอกถึ�งว่�ธิ!การูในที่�า
8 When I do things in class, I learn better. ในห้องเรู!ยน เมื่��อไดีลงมื่�อที่�าแลว่ฉั�นเรู!ยนรู� ไดีดี!ข้�"น
9 I remember things I have heard in class better than things I have read.
ฉั�นจะจ�าส��งติ�างๆ ที่!�ไดีย�นในห้องเรู!ยนไดีดี!กว่�าส��งที่!�ฉั�นไดีอ�านในห้องเรู!ยน
10 When I read instructions, I remember them better.
เมื่��อฉั�นอ�านค�าส� �งติ�างๆ ฉั�นจะจ�าไดีดี!ข้�"น
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Item SA
A U D SD
11 I learn more when I can make a model of something.
ฉั�นเรู!ยนรู� ไดีมื่าก ถึาฉั�นสรูางแบบจ�าลองจากส��งที่!�ฉั�นเรู!ยนไดี
12 I understand better when I read instructions.
ฉั�นเข้าใจไดีดี! เมื่��ออ�านค�าส� �งห้รู�อข้อคว่ามื่ติ�างๆ
13 When I study alone, I remember things better.
ฉั�นจ�าส��งติ�างๆ ไดีดี!เมื่��อเรู!ยนคนเดี!ยว่
14 I learn more when I make something for a class project.ฉั�นเรู!ยนรู� ไดีมื่ากข้�"นเมื่��อมื่!การูที่�าโครูงงานเก!�ยว่ก�บเรู��องที่!�เรู!ยน
15 I enjoy learning in class by doing experiments.ฉั�นรู� ส�กสน-กก�บการูเรู!ยนที่!�มื่!การูที่ดีลอง
16 I learn better when I make drawings as I study.ฉั�นสามื่ารูถึเรู!ยนรู� ไดีดี!ข้�"นเมื่��อมื่!การูว่าดีภาพิ่ปรูะกอบเก!�ยว่ก�บส��งที่!�ฉั�นเรู!ยน
17 I learn better in class when the teacher gives a lecture.ฉั�นเรู!ยนรู� ในห้องไดีดี!ข้�"นเมื่��อไดีฟั3งครู�พิ่�ดีในห้อง
18 When I work alone, I learn better.ฉั�นเรู!ยนไดีดี!ข้�"นเมื่��ออย��คนเดี!ยว่
19 I understand things better in class when I participate in role-playing.
ฉั�นเข้าใจส��งติ�างๆ ในห้องไดีดี!ข้�"นเมื่��อฉั�นมื่!ส�ว่นรู�ว่มื่ก�บก�จกรูรูมื่น�"นในห้องเรู!ยน
20 I learn better in class if I listen to someone.
ในห้องเรู!ยน ฉั�นเรู!ยนรู� ไดีดี!ย��งข้�"น ถึาฟั3งจากคนอ��นพิ่�ดี
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Item SA
A U D SD
21 I enjoy working on an assignment with two or three classmates.ฉั�นรู� ส�กสน-กเมื่��อที่�าแบบฝึ5กห้�ดีรู�ว่มื่ก�บเพิ่��อนในห้องเรู!ยน
22 When I build something, I remember what I have learned better.
เมื่��อฉั�นสรูางอะไรูซั�กอย�าง ฉั�นจะจ�าว่�ธิ!การูที่�าไดีดี!มื่าก
23 I prefer to study with others.ฉั�นชอบที่!�จะเรู!ยนรู�ว่มื่ก�บคนอ��น
24 I learn better by reading than by listening to someone.ฉั�นเรู!ยนรู� ไดีดี!จากการูอ�านมื่ากกว่�าการูฟั3งคนอ��นพิ่�ดี
25 I enjoy making something for a class project.ฉั�นจะรู� ส�กสน-กที่-กครู�"งเมื่��อติองที่�าโครูงงานเก!�ยว่ก�บเรู��องที่!�เรู!ยน
26 I learn best in class when I can participate in related activities.ฉั�นจะเรู!ยนไดีดี!ที่!�ส-ดีถึาฉั�นไดีมื่!ส�ว่นรู�ว่มื่ก�บก�จกรูรูมื่ที่!�เก!�ยว่ก�บส��งที่!�เรู!ยน
27 In class, I work better when I work alone. ในห้องเรู!ยน ฉั�นจะที่�างานคนเดี!ยว่ไดีดี!กว่�า
28 I prefer working on projects by myself. ฉั�นชอบที่!�จะที่�าโครูงงานติ�างๆ เพิ่!ยงล�าพิ่�ง
29 I learn more by reading textbooks than by listening to lectures.ฉั�นเรู!ยนรู� จากการูอ�านติ�ารูาไดีดี!กว่�าการูฟั3งอาจารูย6พิ่�ดี
30 I prefer to work by myself. ฉั�นชอบที่�างานโดียล�าพิ่�งมื่ากกว่�า