Disparity of Learning Styles and Cognitive Abilities in Vocational Education

This study is conducted to investigate the disparity of between learning styles and cognitive abilities specifically in Vocational Education.  Felder and Silverman Learning Styles Model (FSLSM) was applied to measure the students’ learning styles while the content in Building Construction Subject consists; knowledge, skills and problem solving were taken into account in constructing the elements of cognitive abilities. Building Construction is one of the vocational courses offered in Vocational Education structure. There are four dimension of learning styles proposed by Felder and Silverman intended to capture student learning preferences with regards to processing either active or reflective, perception based on sensing or intuitive, input of information used visual or verbal and understanding information represent with sequential or global learner. Felder-Solomon Learning Styles Index was developed based on FSLSM and the questions were used to identify what type of student learning preferences. The index consists 44 item-questions characterize for learning styles dimension in FSLSM. The achievement test was developed to determine the students’ cognitive abilities. The quantitative data was analyzed in descriptive and inferential statistic involving Multivariate Analysis of Variance (MANOVA). The study discovered students are tending to be visual learners and each type of learner having significant difference whereas cognitive abilities there are different finding for each type of learners in knowledge, skills and problem solving. This study concludes the gap between type of learner and the cognitive abilities in few illustrations and it explained how the connecting made. The finding may help teachers to facilitate students more effectively and to boost the student’s cognitive abilities.

• Mimi Mohaffyza Mohamad
• Yee Mei Heong
• Nurfirdawati Muhammad Hanafi Tee Tze Kiong

• Learning Styles
• Cognitive Abilities
• Dimension of Learning Styles
• Learning Preferences.

[1] Ruth G. Thomas (1992), Cognitive Theory-Based Teaching and
Learning in Vocational Education. University of Minnesota; Thesis
Dissertation.
[2] Tee Tze Kiong, Jailani Md Yunos, Baharom Mohamad, Widad Othman
and Yee Mei Hong (2009) Pengintegrasian Kemahiran Berfikir Aras
Tinggi Menerusi Peta Minda Bagi Matapelajaran Kemahiran Hidup.
University Tun Hussein Onn Malaysia; Proceeding; pp 114-121.
[3] Bloom, B. (1956). Taxonomy of Educational Objectives: The
Classification of Educational Goals; Handbook I: Cognitive Domain.
New York, Longmans.
[4] Bloom, B.S (Ed) (1989), Taksonomi Objektif Pendidikan. Buku
Pedoman 1: Domain Kognitif. Terjemahan Abdullah Junus. Kuala
Lumpur: Dewan Bahasa dan Pustaka.
[5] Muhammad A.Yinusa and Akanle O.Basil (2008), Socio Economic
Factors Influencing Students Academic Performance in Nigeria.
Pakistan Journal of Social Sciences 5 (4): pp 319-323.
[6] Martins Fabumi, Peter Brai-Abu and Isaiah Adeyinka Adenji (2007),
Class Factors as Determinants of Secondary School Student’s
Academic Performance in Oyo State. Journal of Social Science 14 (30:
pp 243-247.
[7] Azizi Hj. Yahaya, Yusof Boon, Shahrin Hashim, Wan Zuraidah Wan
Hamid (2003), Kajian Hubungan Gaya Pembelajaran Dengan
Pencapaian Akademik PelajarTingkatan Empat Sekolah Menengah
Teknik Negeri Sembilan. (Kertaskerja Negeri Sembilan. (Paper
presented in Seminar Memperkasakan Sistem Pendidikan, 19-21
Oktober 2003.
[8] Francis, A. A and Segun, M. O (2008), Student, Teacher and School
Environment Factor as Determinations of Achievement in Senior
Secondary School Chemistry in Oyo State Nigeria.The Journal Of
International Social Research Volume 1/2 Winter. pp 13-34.
[9] Felder, R. M (1993), Reaching the second tier- Learning and Teaching
Styles in College Science Education. Journal of College Science
Teaching. 23 (5), pp 286-290.
[10] Creswell, J.W (2005), Educational Research: Planning, Conducting
and Evaluating Quantitative and Qualitative Research, 2nd Edition.
Pearson Merrill Prentice Hall.
[11] Felder, R.M and Soloman B. A (1997), Index of Learning Styles
Questionnaire. Retrieved 31 July 2010 from http:www.engr.ncsu.edu/
learningstyles/ilsweb.html.
[12] Sabine, G., Silvia, R. V., Tommaso, L. (2007), In-depth analysis of
Felder-Silverman learning styles dimensions. Journal of Research on
Technology in Education, 40(1), pp 79-93.
[13] Thomas F. H., Amit, J.S., (2007), Using learning styles instruments to
enhance student learning. Journal of Innovative Education, 5,1. pp 249-
252.
[14] Felder, R. Silverman L.K.(1988), Learning and teaching styles in
engineering education. Journal in Engineering Education, 78 (7), pp
674-681.
[15] Nancy L. L, Karen C. Band George A. M (2005), SPSS for
Intermidiate Statistics: Use and Interpretation 2nd Edition. New Jersey:
Lawrence Erlbaum Associates Publishers.
[16] Anderson, L. W and Krathwohl, D. R. (2001), A Taxonomy for
Learning, Teaching and Assessing: A Revision of Bloom’s.
[17] Garon and Cano (1996). Cooperating Learning in Agriculture
Education. The Journal of International Social Research Volume 1/2
Fall. pp 13-34.
[18] Cano, J., and Martinez, C. (1991) The Relationship Between Cognitive
Performance And Critical Thinking Abilities among Selected
Agricultural Education Students. Journal of Agricultural Education,
32(1), pp 24-29.