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Conference Paper: Variable-centered and person-centered approaches to studying the VARK learning style inventory

TitleVariable-centered and person-centered approaches to studying the VARK learning style inventory
Authors
Issue Date2015
PublisherSpringer.
Citation
The Hong Kong Association for Educational Communications and Technology (HKAECT) International Conference: New Media, Knowledge Practices and Multiliteracies (HKAECT 2014), The University of Hong Kong, Hong Kong, China, 8–10 December, 2014. In Ma, WWK ... (et al.) (Eds.), New Media, Knowledge Practices and Multiliteracies: HKAECT 2014 International Conference, p. 207-216. Singapore: Springer, 2015 How to Cite?
AbstractWith the increased integration of technology in education process, teachers are challenged to personalize and create interactive learning environments to fulfill students’ needs. An understanding of how an individual’s preferred learning style interacts with the instructional medium presented is needed. This study examined the VARK (visual, aural, read/write, and kinesthetic) learning style inventory using the variable-centered and person-centered approaches. Based on a sample of 807 Secondary 1 (Grade 7) students in Hong Kong, confirmatory factor analysis (CFA) using the correlated trait–correlated uniqueness (CTCU) model affirmed that the model fits the responses from the inventory well. Latent class analysis (LCA) identified five meaningful subgroups of students (all rounded (6.2 %), mediocre (16.2 %), kinesthetic oriented (21.9 %), read/write oriented (50.4 %), and uninvolved (5.3 %)).
Persistent Identifierhttp://hdl.handle.net/10722/217880
ISBN

 

DC FieldValueLanguage
dc.contributor.authorLau, WWF-
dc.contributor.authorYuen, AHK-
dc.contributor.authorChan, KMA-
dc.date.accessioned2015-09-18T06:16:19Z-
dc.date.available2015-09-18T06:16:19Z-
dc.date.issued2015-
dc.identifier.citationThe Hong Kong Association for Educational Communications and Technology (HKAECT) International Conference: New Media, Knowledge Practices and Multiliteracies (HKAECT 2014), The University of Hong Kong, Hong Kong, China, 8–10 December, 2014. In Ma, WWK ... (et al.) (Eds.), New Media, Knowledge Practices and Multiliteracies: HKAECT 2014 International Conference, p. 207-216. Singapore: Springer, 2015-
dc.identifier.isbn9789812872081-
dc.identifier.urihttp://hdl.handle.net/10722/217880-
dc.description.abstractWith the increased integration of technology in education process, teachers are challenged to personalize and create interactive learning environments to fulfill students’ needs. An understanding of how an individual’s preferred learning style interacts with the instructional medium presented is needed. This study examined the VARK (visual, aural, read/write, and kinesthetic) learning style inventory using the variable-centered and person-centered approaches. Based on a sample of 807 Secondary 1 (Grade 7) students in Hong Kong, confirmatory factor analysis (CFA) using the correlated trait–correlated uniqueness (CTCU) model affirmed that the model fits the responses from the inventory well. Latent class analysis (LCA) identified five meaningful subgroups of students (all rounded (6.2 %), mediocre (16.2 %), kinesthetic oriented (21.9 %), read/write oriented (50.4 %), and uninvolved (5.3 %)).-
dc.languageeng-
dc.publisherSpringer.-
dc.relation.ispartofNew Media, Knowledge Practices and Multiliteracies: HKAECT 2014 International Conference-
dc.titleVariable-centered and person-centered approaches to studying the VARK learning style inventory-
dc.typeConference_Paper-
dc.identifier.emailYuen, AHK: hkyuen@hku.hk-
dc.identifier.emailChan, KMA: kwai4444@hku.hk-
dc.identifier.authorityYuen, AHK=rp00983-
dc.identifier.doi10.1007/978-981-287-209-8_19-
dc.identifier.hkuros251056-
dc.identifier.spage207-
dc.identifier.epage216-
dc.publisher.placeSingapore-

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