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Students Study Results, A Question of Styles, Strategies, or (mis) Matching?
Mid Sweden University, Faculty of Human Sciences, Institution of education.ORCID iD: 0000-0001-9182-6403
Mid Sweden University, Faculty of Human Sciences, Institution of education.
2012 (English)Conference paper, Oral presentation only (Other academic)
Abstract [en]

The purpose of this study is to gain a better understanding of the factors that influence students' academic performance. The background to the study is the transition from elite to mass education in universities. The study is based on the academic performance among 21 students during the first year of a teacher education in Sweden. Based on academic performance, the study examines what distinguishes a high-performing, middle and a low-performing group with respect to learning styles preferences and approaches to learning. Using descriptive statistics and phenomenographic methodology, the study shows that those who are most successful use deep strategies and have auditory / visual dominant perceptual preferences. The low-achievers use surface strategies, have tactile or kinesthetic perceptual dominance and display a lack of confidence in their studies as a result of the earlier failure. The conclusion is that the study results depend on students' learning styles and strategies but

it is also a question of how well the university education can meet all students. This article discusses how the results can be explained and why it may be of interest to today´s university education and teacher education.

Place, publisher, year, edition, pages
2012.
Keyword [en]
learning styles, learning strategies, matching, phenomenography
National Category
Pedagogy
Identifiers
URN: urn:nbn:se:miun:diva-17334OAI: oai:DiVA.org:miun-17334DiVA: diva2:567271
Conference
NFPF/NERA's 40th Congress: Everyday life, education and their transformations in a Nordic and globalized context
Available from: 2012-11-12 Created: 2012-11-12 Last updated: 2016-09-29Bibliographically approved

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