See discussions, stats, and author profiles for this publication at: https://www.researchgate.

net/publication/325734955

DOES LEARNING STYLE IMPACT STUDENT ACADEMIC PERFORMANCE?

Article · June 2018

CITATIONS READS

4 9,427

3 authors, including:

Abdul Basit Zubair Hassan

International University of Malaya-Wales International Islamic University Malaysia
36 PUBLICATIONS   139 CITATIONS    63 PUBLICATIONS   373 CITATIONS   

SEE PROFILE SEE PROFILE

Some of the authors of this publication are also working on these related projects:

Psychological contract and employee relations View project

Employee Engagement View project

All content following this page was uploaded by Abdul Basit on 13 June 2018.

The user has requested enhancement of the downloaded file.

International Journal of Education, Learning and Training
Vol. 2 (No.2), November, 2017
ISSN: 2289-6732
DOI: 24924/ijelt/2017.11/v2.iss2/1.13 www.ftms.edu.my/journals/index.php/journals/ijelt
This work is licensed under a
Creative Commons Attribution 4.0 International License

Research Paper

DOES LEARNING STYLE IMPACT STUDENT ACADEMIC

PERFORMANCE?
Ang Siew Ling
MBA Graduate
Ashcroft International Business School
Anglia Ruskin University, UK
leong.ling@student.anglia.ac.uk

Abdul Basit
Lecturer
School of Accounting and Business Management
FTMS College, Malaysia
Abdulbasit@ftms.edu.my

Zubair Hassan
Lecturer
School of Accounting and Business Management
FTMS College, Malaysia
Zubair@ftms.edu.my

ABSTRACT
This research is to examine the impact of learning styles on student academic performance in private
college of Malaysia. The framework developed for this study includes Visual Learning, Verbal
Learning, Active Learning and Sequential Learning in the cluster of independent variables while
Academic Performance falls in the dependent variable. This is an explanatory quantitative research
engaging a sample of 200 MBA students was selected from a private college in Malaysia. Descriptive
and Regression analysis were engaged to identify the impact of the independent variable on the
dependent variable. The findings of the study founds visual and sequential learning to have a
significant impact on academic performance while the other two variables (Active and Verbal)
learning show no significant impact on the dependent variable. Future researchers are recommended
to explore different contexts through engaging same framework while other frameworks can also be
developed to investigate the topic.

Key words: Active learning, Visual Learning, Verbal Learning, Sequential Learning, Learning
Styles, Academic Performance

1.0 INTRODUCTION
The purpose of this research is to investigate the impact of learning styles on
academic performance of MBA students in a private college of Malaysia. It is believed that

ISSN: 22896732
Page 1
student learning style is not focus on the material of learning but rather on how they learn in
the process of learning. Every student had different ability and preference in the method of
data collection and processing data. Some students learn more through visual form like
reading. Some students may have better learning ability through verbal form through
attending physical lecture conducted. While others may receive knowledge better through
participation and practicing what they study.
According to Kolb (1984), one of the factors that affecting a person in selection of
specific learning method is psychological factor. Gregorc (1984), proposed that we perceived
the both in concrete and abstract ways, those either having perceptions on sequential order or
random pattern. Different individual has different interest in the area of focus, thinking
process, progress of receiving information and transformation to knowledge (Dunn and
Dunn, 1986).
Numerous researches had been carried out by done on learning styles in different
countries. Alexandra Yeung et al. (2005) did a research on students learning styles and
academic performance in first year chemistry class in Sydney, Australia. Kaminski et al
(2005) did a research to explore the link between student learning styles and grades in an
introductory thermal-fluids course in America. Prajapati et al (2011) did a research to
investigate the influence of learning styles, enrolment status and gender on academic
performance of optometry undergraduates in UK. Damavandi (2011) did a research in Iran to
investigate academic achievement of students with different learning styles. Mohamad (2012)
did a research in Saudi to investigate the relationships between learning styles, strategies and
the academic performance of Saudi English. Rahmani & Jahanbaksh (2012) did a research to
find out the relationship between learning styles and academic achievement of high school
girls’ student in Iran. Chermahini, et.al (2013) did a research in Iran regarding learning styles
and academic performance of students in English as a second language class. Gokalp (2013)
did a research in Turkey on the effect of learning styles to their academic success. Vaishnav
(2013) did a research in Maharashtra State, India to investigate the relationship between
learning style and academic achievement of secondary school students. Garpi (2013) did a
research in India to investigate the relationship between learning styles preferences and
academic performance of students. Yousef (2014) did a research in UAE regarding learning
styles preferences of statistics students of business and economics students. Almigbai (2015)
performs a research in Saudi to identify relationship between the learning style preferences of
medical students and academic achievement.
Most of the research done in Iran (e.g. Damavandi, 2011; Rahmani & Azali, 2012;
Chermahini, 2013) followed by Saudi Arabia (e.g. Mohamad, 2012; Almigbai, 2015) and
India (Vaishnay, 2013; Garpi 2013). Among all the researches done, the common variables
used by the researchers were learning style active, reflective, visual, verbal, sensing, intuitive,
sequential and global. (Yeung et.al, 2005; Prajapati et.al, 2011; Rahmani & Azali, 2012;
Garpi 2013; Yousef, 2014) and follow by learning style visual, auditory and kinaesthetic
(Mohamod, 2012; Almigbai, 2015).

1.1. Research Rationale

One of the greatest ambitious of Malaysia is to become distinction in education field,

to be one of the countries that listed as best international education hub for its tertiary
education. However, some issues arising few months ago regarding higher education. First
issue was about manipulation of content founded in UM’s published international journal.
Next, it was about impropriate content of teaching material which prepared by UTM senior
lecturer. These issues had created a bad impression of higher education in Malaysia (The
Star, 2015). So it is time to seriously review the root cause and find solution to fix the
problem, before it goes worst and affecting the growth of higher education plan
ISSN: 22896732
Page 2
(Grapragasem, 2013). Although, it is important to chase ranking in the world, but the quality
of learning should not be compromise (Lee, 2005). It is time to rethink what is the priority
and intention of education plan? How to strengthen the quality of higher education? How to
become excellent in education? (Grapragasem, 2013)
Generally, teachers have three important mission or task to improve student academic
performance. First and foremost, teacher has to set an achievable target. Secondly, they have
to come out an action plan on how to achieve the target. Lastly, teacher has to monitor the
progress of the action plan and evaluate student academic performance (Della-Piana, 1965).
However, most of the time teacher does not complete their mission to improve student
academic performance. Learning style might be one of the reasons causing their mission
failed. In order to overcome this issue, teacher and education organization have to analysis
and review their task and responsibility. (Claxton & Murrell, 1987)
According to Reiff (1992), all students have own attributes linking to their process of
learning. For example, some may feel more comfortable to study in systematic form, while
others may do better in free style learning. On the other hand, Sitt-Gohdes (2001) states that
most teachers apply what they have already learned in their teaching methods. These method
teaching might have caused many students feel frustrated in their learning process because
they dislike the way their teacher conduct the class; they may not able to capture what had
been taught in the class. The situation will become alarming, if students come from various
cultural backgrounds and with different education practices or experiences. Learning style is
an area which often ignored in the classroom as compared to the exploration works that done
widely on instructional activities and method of teaching in the classroom (Sitt-Gohdes,
2001).
1.2. Research Objectives

 To examine does active learning style influence student academic performance.

 To examine does visual learning style influence student academic performance.
 To examine does verbal learning style influence student academic performance.
 To examine does sequential learning style influence student academic performance.

2. Literature Review

Felder & Silverman (1988) defined learning style as a preference method of study in a
student; attitude and strength of student in receive data and process data. Kolb (1984) and
Honey and Mumford (1992) had opinion that learning style is defined a person regular or
specific interest way in receiving information and developed knowledge. According to
Simpson and Weiner (1989), academic performance deems to be the journey in enquiring a
complete academic content and skills.
Seeing to theoretical perspectives of the topic, Dunn & Dunn (1986), environmental
referred to the place, environment where student been exposed with somehow rather
difference classroom arrangement such as brightness in the room, color used in classroom,
desk arrangement, air conditioned climate or not, student numbers per classroom. Out-door
study environment such as site visit or field will be another way of much conducive of teach
(Sternberg, 1997). Emotional support is varying in accordance to learning method and
approaches self- directed learning, group learning, crossed group learning and etc. (Dunn and
Dunn, 1986). Sociological is a theory that takes into account how learning and motivation
are influenced by people’ thoughts and beliefs and their observations of other people’s
ISSN: 22896732
Page 3
behavior. (Dunn et al 2001). Next, Physiological is another important dimension identified by
the Dunn‘s relates to individual differences in terms of physiological preferences (Dunn and
Dunn, 1986). Final learning style dimension in Dunn and Dunn learning theory is
psychological which refers to the general strategies students use when attacking learning
problems (Dunn et al, 2001; Denig, 2004 & Lovelace, 2005).
Looking into the empirical evidence, Too (2009) did a research on students’ learning
style and their academic achievement for taxation course in Malaysia. On the other hand,
Abbas Ali Rezaee et al. (2011) did a study on learning styles and overall academic
achievement in a specific education system in Malaysia. Subsequently, Jahanbaksh (2012)
did a research on learning styles and academic achievement. Khalid et al. (2013) did a
research on the learning styles and academic achievements among arts and science streams
student in Malaysia. Gappi (2013) did a research on Relationship between learning style
preferences and academic performance of students in India. Omar et al. (2015) also did a
research on Dimension of learning styles and students’ academic achievement in Malaysia.
Many research from experts found that student or learner tends to have their own preference
in learning style. Different learning style posed in different individual will affect their
learning process in receiving information, thinking process, communication with teacher or
instructor and also interaction in the class. (Junko, 1998).
Table 1: Key Summary of Variables
Variable Source
Active Learning (Felder & Silverman, 1988), (Felder
& Henriques, 1995), (Felder &
Spurlin, 2005)
Visual Learning (Felder & Silverman, 1988), (Felder
& Henriques, 1995), (Felder &
Spurlin, 2005)
Verbal Learning (Felder & Silverman, 1988), (Felder
& Henriques, 1995), (Felder &
Spurlin, 2005)
Sequential Learning (Felder & Silverman, 1988), (Felder
& Henriques, 1995), (Felder &
Spurlin, 2005)
Academic Performance (Steve U., 2000)

Active means energetic keep going and moving. Active learner is referred to a person
who likes to involved or participate more in the process of learning and from there he can
have good academic performance (Felder & Silverman, 1988). These people tend to
participate all the discussion and meeting to interact and communicate with teachers and his
peer group, through interaction with others they gain knowledge that will help them to retain
what they have learnt and have better performance in class (Chuah Chong-Cheng, 1988). A
person with active learning style picks up his knowledge faster and better in group activity
and emphasis in team work. For instance, he will achieve high score in group assignment
(Felder & Spurlin, 2005). Learn from role play because he can explore new knowledge
through the activity that he involved. Then he can understand better that will help him to have
better academic performance (Felder & Henriques, 1995). He preferred to test or examine the
information to find out the result or knowledge by him (Felder & Henriques, 1995). Basically
he will ask many questions and not afraid to speak up his opinion in the class, from here he
can collect information he needed. This can help him to obtain high performance in academic
(Chuah Chong-Cheng, 1988). They unable to learn much in lectures that need them to just sit
there and listen, they unable to pay attention and slowly they will absence in class (Felder &
Spurlin, 2005)

ISSN: 22896732
Page 4
 H1: There is a positive significant impact of Active Learning Style on Academic
Performance.
Visual learner defined a person who can memorize what they see and understand
better from picture, diagram, and chart. According to Felder and Silverman (1988), good
memory and understanding of learning material can help a person to achieve high academic
performance. Student who posed visual learning style like to sit at the front row of classroom
writing own notes, organizing what has been taught by using diagram, picture and chart for
better understand and do well in the class (Felder, 1993). They are good observer and look
into detail precisely; they learn better through others demonstration, body language or
expression academic performance (Felder & Spurlin, 2005). They do better in academic
performance through writing and reading, they do not do well through listening only.
(Whitman & Schwenk 1984) Moreover, they prefer quiet study environment and tends to be
alone when they studying or reading. This because they cannot concentrate if there is
obstruction.(Felder Henriques, 1995). Before they do a project they will look at the purpose
and overall view first so that can visualised the whole picture to make them understand better
to achieve better academic performance (Felder & Spurlin, 2005).
H2: There is a positive significant impact of Visual Learning Style on Academic
Performance.
Verbal or vocal learner will receive information better in the form of spoken or oral
message. (Felder, 1993) They follow oral message and perform better in academic if teacher
give more explanation in the class (Felder and Silverman, 1988). They like to involve in
debates, argument, discussion because they able learn more knowledge through conversation
that will help them achieve good academic performance (Felder & Spurlin, 2005). They are
not afraid of be on stage and speak in front of public. They like to give presentation more
than do written assignment and able to have better performance in presentation assignment
(Felder Henriques, 1995). Normally, vocal learning style student have amazing memories of
spoken message or conversation. They like to read out loud for themselves so that they can
remember well. According to Felder & Spurlin (2005), good memory can help student to
achieve high academic performance. Their weakness is unable to understand and explain
complicated chart, diagram, graphs or maps. (Felder, 1993)
H3: There is a positive significant impact of Verbal Learning Style on Academic
Performance.
Sequential or chronology learner defined someone emphasis in connection of each
information that he receives, so that he can gain his knowledge that help them to achieve high
score in academic performance (Felder, 1993). They are systematic person prefer well
organized input or information by category so that can have better academic performance
(Felder Henriques, 1995). They tend to follow step by step instruction to receive information
(Felder & Spurlin, 2005). If some part missing in the information given by teacher they will
feel lost. They unable to follow or continue what is teaching in the class, if there is a big jump
or skip in a topic (Felder Henriques, 1995). They think in linear form, understand and learn
better if they able see logical way and connection of every detail (Felder, 1993). Normally,
they will follow step-by-step, after complete first chapter then follow by second chapter, third
chapter and so on until the last chapter. They follow structured format or SOP in the learning
process would be critical influential factor in improving academic performance. (Felder&
Silverman, 1988)
H4: There is a positive significant impact of Sequential Learning Style on Academic
Performance.

ISSN: 22896732
Page 5
3. RESEARCH DESIGN AND METHODOLOGY

The research design engaged in this research is explanatory research because this
research is to find out does learning styles influences on student academic performance
among the MBA students. In this research, deductive approach is adopted because the
researcher will examine the established theory and quantitative data will be collected for this
research. Quantitative research will be used in this research because this researcher will
gather numeric or measurable data. Researcher will test the relationship between variables
using measurable data (Creswell, 2003) This research will collect primary data because it is
more accurate and relevant to the studied context compared to secondary data. Total
population for this research is 398 students in a private institute in Malaysia. Convenience
sampling technique from the cluster of non-probability sampling techniques has been
engaged to pool a sample size of 200 students from a private college in Malaysia. In line with
quantitative research, this study will engage Likert - Scale questionnaire to collect primary
data from the target respondents. Furthermore, to assure accessibility researcher adopted self-
administrated questionnaire in order to avoid problems like missing data or no respond from
the participants. The questionnaire will be distributed to MBA students in private institute
and asking their favor to fill in. Firstly, permission and gate keeper letter must be obtained
from college. Then researcher will distribute the questionnaire before class started or during
break in the cafeteria without disturbing their study. Participant consent form and participant
information sheet will be distributed to participant as well for their better understanding of
the research. However, researcher will give a brief clarification about the research to
participants also to avoid uncompleted questionnaire. If participants have queries and need
further clarification from participant, they may contract researcher thru contact number in the
questionnaire. Moreover ensuring no ethical issues, this study has payed special attention to
assure respondents confidentiality and right to respond or reject the questionnaire. Lastly,
descriptive and regression analysis will be conducted to build the nexus between the
independent variables and dependent variable using SPSS software.

4. RESULT AND DISCUSSION

4.1. Normality Test

The Skewness test of this data fall between 0.054 to -0.753, this shown that the
skewness of the data is in acceptable range. While the kurtosis result of this data is fall
between 0.394 to -0.591, this shown the kurtosis of this data is all in acceptable range. So the
data collected will be considered normal and further reliability test will be conducted.
Table 2: Normality Test of Data
Descriptive Statistics
N Skewness Kurtosis
Statistic Statistic Std. Error Statistic Std. Error
Q1 200 -.478 .172 .124 .342
Q2 200 -.560 .172 -.028 .342
Q3 200 -.495 .172 -.186 .342

ISSN: 22896732
Page 6
 Q4 200 -.753 .172 .394 .342
Q5 200 -.451 .172 -.200 .342
Q6 200 -.471 .172 -.010 .342
Q7 200 -.598 .172 -.055 .342
Q8 200 -.631 .172 .098 .342
Q9 200 -.681 .172 .172 .342
Q10 200 -.434 .172 -.360 .342
Q11 200 -.475 .172 .190 .342
Q12 200 -.200 .172 -.591 .342
Q13 200 -.266 .172 -.239 .342
Q14 200 -.147 .172 -.142 .342
Q15 200 .054 .172 -.590 .342
Q16 200 -.300 .172 -.302 .342
Q17 200 -.704 .172 .172 .342
Q18 200 -.463 .172 .040 .342
Q19 200 -.402 .172 -.186 .342
Q20 200 -.457 .172 -.153 .342
Q21 200 -.053 .172 -.518 .342
Q22 200 .046 .172 -.300 .342
Q23 200 -.113 .172 -.152 .342
Q24 200 -.223 .172 -.426 .342
Q25 200 .024 .172 -.357 .342
Valid N (list 200
wise)
Source: SPSS generated

4.2. Reliability Test

The overall Cronbach’s Alpha rate of this research is 0.911, so it shown that this
survey instrument or questionnaire is excellent reliable (Tavakol & Dennick, 2011).
Table 3: Cronbach’s Alpha
Variables Number of items Cronbach’s Alpha
Overall 25 0.911
Active Learning 5 0.866
Visual Learning 5 0.823
Verbal Learning 5 0.800
Sequential Learning 5 0.809
Academic Performance 5 0.726
Source: SPSS generated

From the Table 3 above, all the Cronbach’s Alpha rate of this research are fall in the
reliable range from 0.726 to 0.866. This shows that this survey instrument or questionnaire
have excellent reliability in internal consistency (Tavakol and Dennick, 2011).
The Cronbach Alpha rate for active learning is 0.866, visual learning is 0.823, verbal
learning is 0.800 and sequential learning is 0.809, thus all these variables are reliable. For
dependent variables academic performance, the Cronbach’s Alpha rate is 0.726 and it is still
in acceptable range and it shown the questionnaire is reliable.
4.3. Descriptive Statistics
Table 4: Descriptive Statistics

Descriptive Statistics
N Minimum Maximum Mean Std.
Deviation
Active Learning 200 1.0 5.0 3.604 .7794
ISSN: 22896732
Page 7
 Visual Learning 200 1.0 5.0 3.634 .7558
Verbal Learning 200 1.8 5.0 3.389 .7032
Sequential Learning 200 1.0 5.0 3.630 .6997
Academic 200 2.0 4.8 3.524 .5858
Performance
Valid N (list wise) 200
Source: SPSS generated

In accordance to Table 4, The average mean for Active Learner is 3.604 and the
standard deviation is 0.7794. The result indicates that active learning style is an influential
method in influencing academic performance amongst the sample respondents of MBA
students in a private institution in Malaysia. Similarly, result shown by Rashjree (2013)
shown that activing learning would somehow rather influences the academic performance.
Secondly, The average mean for Visual Learner is 3.634 and the standard deviation is 0.7558.
The result indicates that visual learning style is an influential method the co-related with
academic performance amongst the sample respondents of MBA students in a private
institution in Malaysia. Similar study done by Emamepur and Shams (2004) & Gappi (2013)
result shown that visual learning style is influences academic performance. Following to it,
The average mean for Verbal Learner is 3.389 and the standard deviation is 0.7032. The
result indicates that verbal learning style is an influential method in affecting the academic
performance amongst the sample respondents of MBA students in a private institution in
Malaysia. Similar study done by Rahmani and Jahanbaksh (2012) & Rashjree (2013) shown
that active learner influences academic performance. Lastly, The average mean for Sequential
Learner is 3.63 and the standard deviation is 0.6997. The result indicates that sequential
learning style is an influential method giving impact towards academic performance amongst
the sample respondents of MBA students in a private institution in Malaysia. Emamepur and
Shams (2004) & Rahmani and Jahanbaksh (2012) & Rashjree (2013) found that sequential
learning style influences academic performance.

4.4. Regression

Regression analysis is used to investigate the relation between the independent

variables and dependent variable. (Farway, 2002). Firstly, to check the model through
adjusted R-square, the rules for a good fit model is to achieved minimum 60% coefficient R-
square. (Zygmont & Smith, 2014 & Field, 2012). Next, to check the relation between
variables through F – statistics, the value have to keep within 0.01 to 0.05 (Blackwell, 2008).
Lastly, Durbin Watson test value have to fall between 1.5 to 2.5, then only it considers as
acceptable range. (Bakon & Hassan, 2013).

Table 5: Regression Test

Model Summary
Mode R R Adjuste Std. Change Statistics Durbi
l Squar dR Error of R F df df2 Sig. F n-
e Square the Square Chang 1 Chang Watso
Estimat Chang e e n
e e
1 .483 .233 .218 .5181 .233 14.836 4 19 .000 2.079
a
5
a. Predictors: (Constant), Sequential Learning, Verbal Learning, Active Learning, Visual Learning
b. Dependent Variable: Academic Performance

Source: SPSS generated

ISSN: 22896732
Page 8
 According to table no 8, R square is 0.233 which shows that only 23.3 percent of
dependent variable is being explained by independent variables. The adjusted R square is
0.218 which shows that a model is not a good fit model as the value is less than 0.60.
(Zygmont & Smith, 2014 & Field, 2012). The F statistics value is 14.836, which shows the
relationship between independent and dependent variables. Next, the F – Significant value is
0.000 which shows that a overall model is significant. The Durbin Watson value is 2.079
which shows that theres no autocorrelation among the selected respondents in this study as a
value falls in a range of 1.5-2.5 (Bakon & Hassan, 2013).

Table 6: Coefficients

Coefficients
Model Unstandardized Standardized T Sig. Collinearity
Coefficients Coefficients Statistics
B Std. Beta Tolerance VIF
Error
1 (Constant) 1.776 .233 7.634 .000
Active .077 .062 .102 1.238 .217 .577 1.732
Learner
Visual .153 .066 .197 2.309 .022 .541 1.850
Learner
Verbal .112 .063 .134 1.775 .077 .685 1.460
Learner
Sequential .148 .065 .177 2.289 .023 .660 1.516
Learner
a. Dependent Variable: Academic Performance
Source: SPSS generated

According to Table 6: Active learning beta coefficient value is 0.102 with a

insignificant value of 0.217 which is higher than 0.05.Hence active learning is found to have
a positive insignificant impact on academic performance. Similar result shown by Norashikin
et al. (2015) & Garpi (2013) that active learner has positive insignificant impact on academic
performance. While, Rajshree (2013), concluded that active learning style has significant
impact on academic performance. (H1: Rejected)

According to Table 6: Visual learning beta coefficient value is 0.197 with a

significant value of 0.022 which is less than 0.05. Hence visual learning is found to have a
positive significant impact on academic performance. Emamepur and Shams (2004 ) &
Rahmani and Jahanbakhsh (2012), found similar result shown visual learnig style have a
positive significant impact on academic performance. On the other hand, Gappi(2013), found
that learning style has no significant impact academic performance. (H2: Accepted)

According to Table 6, Verbal learning beta coefficient value is 0.134 with a

insignificant value of 0.077 which is higher than 0.05. Hence verbal learning is found to
have a positive insignificant impact on academic performance. Similar result shown by
Yusof, Othman and Karim (2005), & Norashikin et al. (2015), verbal learner has positive
insignificant impact on academic performance. On the other hand, Rahmani and Jahanbakhsh
(2012), found verbal leaner has positive significant impact on academic performance.(H3:
Rejected)

According to Table 6, Sequential learning beta coefficient value is 0.177 with a

significant value of 0.023 which between 0.001 and 0.05. (citation). Hence sequential
learning is found to have a positive significant impact on academic performance. Emamepur
ISSN: 22896732
Page 9
and Shams (2004) & Rahmani and Jahanbakhsh (2012), found similar result shown
sequential learnig style have a positive significant impact on academic performance. While
Num (1999), found sequential learning style has insignificant impact on academic
performance. (H4: Accepted)

4.5. Summary of Hypothesis

Table 7: Hypotheses
Hypothesis Beta Significant Result Impact
coefficient Level
(< 0.05)
H1: There is a positive significant 0.102 0.217 Rejected Insignificant
impact of active learning style on (insignificant) influence
academic performance.

H2: There is a positive significant 0.197 0.022 Accepted Significant

impact of visual learning style on (significant) influence
academic performance.

H3: There is a positive significant 0.134 0.077 Rejected Insignificant

impact of verbal learning style on (insignificant) influence
academic performance.

H4: There is a positive significant 0.177 0.023 Accepted Significant

impact of sequential learning style (significant) influence
on academic performance.

5. CONCLUSION

This research is carried out to examine “Does Learning Style Influence Students
Academic Performance in Malaysia” A sampling size of 200 students in private college in
Malaysia is used in this research. From the above finding, it is concluded that only visual
learning and sequential learning are the only components in the defined framework to have a
significant impact on the academic performance of the studied sample of MBA students
while the other two variables included in the framework are not significant drivers in
impacting the academic performance.

Recommendation

It is recommended to provide more flexible course schedule, teaching method and

study environment. For instances, anticipate possible video /show clip/pictorial in the lecture
to address the explanation of a subject matters. The assignment can be created to examine the
understanding of student over the theory pertaining the practical teaching in comparison of
the book prescribed theory. Study shown like hood of student understanding through visual is
better for academic performance.

Sequential learning is also much desirable as shown in result in the study. Systematic
study method would be easier as steps by steps approach, as difficulty added on gradually
through level of learning. For example, for basic learning skills, update to immediately level
and finally advance level study. Despite of that, sequential learning style can be transfer to
student from two aspects of learning – (i) theoretical and (ii) On the job training or even on
ISSN: 22896732
Page 10
the site learning in the later stage. Eventually, student would be exposure to much complete
learning sequencing considering both theory and practical part of the learning.

Conclusively, high learning institution should exposure students to different learning

style in improving the academic performance. The great mixture of learning style would be to
ease the teaching process and learning process, to improve quality of higher education and
maintained the quality of higher education in Malaysia.

Limitation
This research has been executed within limited time frame of six (6) months, the
major constraints such as limited timeline in survey and study, Unable to explore larger group
of sampling, expanding to cover bigger scale of community such private and public high
learning institution. Despite of that, the expanding of study spreading through the student on
various levels from undergraduate until the postgraduate level. Thus, different faculties and
course student might various responds toward learning styles and eventual affected the
academic performance. Hence, the ultimate result would have focused on the selective area of
study that inclines towards aiming in achieving the formed objectives. Considering the
limitation of the study, the suggestion of further and extension research in enhancement as
indicated in “Suggestion for Future Research”. The limitation of research may encompass
time allowance, resources allowance, collection in the number of sampling, and target group
of study.

Suggestion for Future Research

It is suggested that a larger size of sample should be obtained in future research, so
that it can help in finding a better, consistent and precise result. Moreover, the sample size
should be extended to different course, i.e. business student and engineering student. This is
to identify the impact of different learning styles on academic performance in different
students in depth.

Last but not least, it is also suggested to add on theory and variables, to investigates
and explore further on relationship between learning styles and academic performance. The
illustration on potential research or study pattern would be helpful to determine the better
structured of modules course that lead to academic and education performance result.

REFERENCES

Alireza Jilardi Damavandi., (2011). Academic Achievement of Students with Different Learning
Styles. International Journal of Psychological Studies. 3(2),

Prajapati B, Dunne M, Bartlett H & Cubbidge R., (2011). The influence of learning styles,
enrolment status and gender on academic performance of optometry undergraduates.
Ophthalmic Physiol Opt 2011, 31, 69–78. doi: 10.1111/j.1475-1313.2010.00798.x

Blackwell, M., (2008). Multiple Hypothesis Testing: The F-test. [pdf]. Available at : <
http://www.mattblackwell.org/files/teaching/ftests.pdf>
Coffield, F., Moseley, D., Hall, E., & Ecclestone, K., (2004). Learning Style and Pedagogy in Post-16
Learning. London: Learning Skills and Research Centre.

Creswell, J.W., (2003). Research Design: Qualitative, Quantitative and Mixed Methods Approaches.
[pdf] Sage Publications. Available at : < http://ucalgary.ca/paed/files/paed/2003_
HYPERLINK "http://ucalgary.ca/paed/files/paed/2003_creswell_a-framework-for-

ISSN: 22896732
Page 11
 design.pdf"creswell HYPERLINK "http://ucalgary.ca/paed/files/paed/2003_creswell_a-
framework-for-design.pdf"_a-framework-for-design.pdf>

Della-Piana, G. M. (1965). Student guide for Cronbach’s educational pshychology. (2nd Ed.) New
York: Harcourt Brace & World Inc.

Denig, S. J., (2004). Multiple intelligences and learning styles: Two complementary dimensions.
Teachers College Record, 106(1), 96-111.

Duff, A., & Duffy, T., (2002). Psychometric Properties of Honey and Mumford's Learning Styles
Questionnaire. Personality and Individual Differences, 33, 147-163.

Dunn, R., Denig, S., & Lovelace, M. K., (2001). Two sides of the same coin or different strokes for
different folks?. Teacher Librarian, 28 (3).

Dunn, R., & Dunn, K., (1986). The Dunn and Dunn learning style model of instruction.

Felder, R. M., & Silverman, L. K. (1988). Learning and teaching styles in engineering education.
Engineering education, 78(7), 674-681.

Felder, R. M., & Henriques, E. R. (1995). Learning and teaching styles in foreign and second
language education. Foreign language annals, 28(1), 21-31.

Felder, R. M., & Spurlin, J. (2005). Applications, reliability and validity of the index of learning
styles. International journal of engineering education, 21(1), 103-112.

Field, D. A., (2005). Factor Analysis using SPSS. Research Methods, 10 December. pp-114.

Gregorc, A. F. (1984). Gregorc style delineator: Development technical and administration manual.
Maynard, MA: Gabriel Systems, Inc.

Honey, P., & Mumford, A. (1992). The Manual of Learning Styles: Revised Version. Maidenhead:
Peter Honey.

Kolb, D.A (1976) “Learning Style Inventory: Technical Manual”. Boston: McBer & Co.

Kolb, D. A. (1984). Experiential Learning: Experience as the source of learning and development.
Englewood Cliffs, NJ: Prentice Hall.

Lee, M. (2005). Global trends, national policies and institutional responses: restructuring higher
education in Malaysia. Educational Research for Policy and Practice. 3: 31-46.
http://dx.doi.org/10.1007/s10671-004-6034-y.

Lovelace, M. (2005). Meta-analysis of experimental research based on the Dunn and Dunn Model.
Journal of Educational Research, 98(3), 176-183.

Malhotra, N. K. (2010). Marketing research: an applied orientation (6th ed.). United States of
America: Pearson Education, Inc. [online]
Murat Gokalp. (2013). The Effect of Students’ Learning Styles to Their Academic Success. Creative
Education 2013. Vol.4, No.10, 627-632 Published Online October 2013 in SciRes
(http://www.scirp.org/journal/ce)

Norasyikin Omar et al. (2015). Dimension of learning styles and student’s academic achievement.
Procedia – Social and Behavioral Sciences, 204, 172 – 182.

Nor Asiah (2015). Learning Styles of Business Students at a Malaysian Polytechnic.

Num, H. (1999). Gaya Pembelajaran pelajar di UTM. UTM : Tesis Sarjana.

ISSN: 22896732
Page 12
 Pask, G. (1988). ‘Learning strategies, teaching strategies, and conceptual or learning style.’ In R. R.
Schmeck (Ed.), Learning Strategies and learning styles, 83, New York: Plenum Press.

RAHMANI, J., & AZALI, M. (2012). The Relationship between learning styles and Academic
Achievement in Female High School Students of Esfahan, 131-140

Reiff, J. C. (1992). Learning styles. Monograph. Washington D.C.: National Education Association of
the U.S.

Selvaraj Grapragasem et al., (2013). Current Trends in Malaysian Higher Education and the Effect on
Education Policy and Practice: An Overview. International Journal of Higher Education 3(1);
2014.

Sitt-Gohdes, W. L. (2001). Business education students' preferred learning styles and their teachers'
preferred instructional styles: Do they match? Delta Pi Epsilon Journal, 43(3), 137-151.

Sternberg, R. J. (1997). Thinking Styles. Cambridge, UK: Cambridge University Press.

Soghra Akbari Chermahini, Ali Ghanbari, Mohammad Ghanbari Talab. (2013). Learning Styles and
Academic Performance of Students In English as A Second-Language Class in Iran.
Bulgarian Journal of Science and Education Policy (BJSEP), 7(2), 2013

Yusof, R., Othman, N. & Karim, F. (2005). Strategi pembelajaran pengalaman berasaskan model kolb
dalam pendidikan perakaunan. Jurnal Pendidikan Malaysia, 30, 113-128.

Yousef, , D.A., (2014). Learning Styles Preferences of undergraduate business students: A study in
the faculty of business and economics at the UAE University (UAEU)”, Journal of
International Business Education, 9(..), 211-223.

Zhang, L.-F. & Sternberg, R.J. (2005). A threefold model of intellectual styles. Educational
Psychology Review, 17(1), 2.

IJELT is a FTMS Publishing Journal

ISSN: 22896732
Page 13

View publication stats