PERCEPTUAL LEARNING STYLES OF FCSHD STUDENTS IN RELATION TO GENDER, PROGRAMS, AND ACADEMIC PERFORMANCE DURING COVID-19 PANDEMIC

Anathasia Vannessa, Maja (2022) PERCEPTUAL LEARNING STYLES OF FCSHD STUDENTS IN RELATION TO GENDER, PROGRAMS, AND ACADEMIC PERFORMANCE DURING COVID-19 PANDEMIC. [Final Year Project Report] (Unpublished)

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Abstract

The goal of this study is to identify the perceptual learning style preference (PLSP) among Cognitive Science and Counselling program students at undergraduates’ level and to examine the relationship between the PLSP and three other variables; academic performance, study programs and gender. The sample consisted of 70 students from the two programs that is recruited using convenience sampling technique and with the help of snowbell sampling technique to engage more participations. The instrument used consist of two sections. In the first section, the questions were mostly about the respondent’s demographic profile such as gender, programs and CGPA. Meanwhile, at the second sections of the instrument, respondents are required to answer the 20-items of Perceptual Learning-Style Preference Questionnaire (PLSPQ) adopted from Rhouma (2016) study which the original version by Reid (1987). Results showed that Auditory learning style is the most preferred and represented learning style among FCSHD students, with the Kinesthetic, Tactile, and Visual learning styles following closely behind. The result of the Chi-Square test revealed there were no significant relationship between perceptual learning styles preference and academic performance of FCSHD students. With respect to program, there is a significant difference in their Kinesthetic learning style preference based on programs. Most Counselling students preferred this style more than the Cognitive Science students. Results further showed that there were no significant differences in learning styles according to gender. The contribution of this study is to help to provide additional information and awareness for a) students to aware with their strength of learning style and b) for educators to fit their teaching strategies and resources in order to meet the students’ learning needs.

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