TY  - JOUR
T1  - THE SECONDARY/HIGHER EDUCATION ENVIRONMENT AND THE ACADEMIC EXPERIENCE AS AN ARTICULATION OF DOMINANT LEARNING STYLES OF STUDENTS
TT  - THE SECONDARY/HIGHER EDUCATION ENVIRONMENT AND THE ACADEMIC EXPERIENCE AS AN ARTICULATION OF DOMINANT LEARNING STYLES OF STUDENTS
AU  - Mehmeti, Fatmir
AU  - Osmani, Qufli
PY  - 2017
DA  - September
JF  - Mesleki Bilimler Dergisi (MBD)
PB  - Yakup Yakut
WT  - DergiPark
SN  - 2146-7420
SP  - 155
EP  - 161
VL  - 6
IS  - 2
LA  - en
AB  - The research course is perceived as an effort to examine the learningstyles under the prism of development stage, the transition between theadolescence and early mature. The methodology used in this article represents acombination between the quantitative and qualitative methods. Not lessimportant is either the determination of learning styles distribution betweentwo transitional stages. The research was conducted through a planned sample comprising of 793respondents, 324 males and 469 females of secondary schools (356 students) and437 faculty students. The research was implemented during 2016-2017. Thelearning styles have been measured through the learning style assessment tool(Learning Styles Questionnaire – Honey & Mumford, 1986). The credibility ofKronbah alpha=0.79 and Gutman α=0.82, resulting positive.The descriptive analyze confirmed that the reflective learning wasperceived as a dominant learning style (44.30%), followed by theorist style(29.90%), pragmatist style (8.20%), and at the end by the activists learningstyle (6.40%). About 11.20% of students use the combined style. The reflectivestyle (34.8%) is dominant at secondary school students, same but slightlyemphasized at faculty students (51.0%), whereas the reflective style isdominant at postgraduate students in rate of 60%. The reflective style is alsodominant for both sexes; males (39.5%) and females (47.5%).The correlative analyze proved a significant link between the theorist,activist and reflective style on one hand and educational/academic achievementon the other hand. Furthermore, the correlative analyze proved the existence ofcorrelation between the theorist and reflective style with educational level.The educational profile correlates significantly with reflective style. Posthoc analyze proved that students with more emphasized reflective style at thesame time are distinguished for higher educational/academic achievements,unlike other activist, theorist and combined style students.
KW  - educational levels
KW  - academic experience
KW  - learning styles
KW  - pragmatist
KW  - reflective
KW  - activists and theorist
N2  - The research course is perceived as an effort to examine the learningstyles under the prism of development stage, the transition between theadolescence and early mature. The methodology used in this article represents acombination between the quantitative and qualitative methods. Not lessimportant is either the determination of learning styles distribution betweentwo transitional stages. The research was conducted through a planned sample comprising of 793respondents, 324 males and 469 females of secondary schools (356 students) and437 faculty students. The research was implemented during 2016-2017. Thelearning styles have been measured through the learning style assessment tool(Learning Styles Questionnaire – Honey & Mumford, 1986). The credibility ofKronbah alpha=0.79 and Gutman α=0.82, resulting positive.The descriptive analyze confirmed that the reflective learning wasperceived as a dominant learning style (44.30%), followed by theorist style(29.90%), pragmatist style (8.20%), and at the end by the activists learningstyle (6.40%). About 11.20% of students use the combined style. The reflectivestyle (34.8%) is dominant at secondary school students, same but slightlyemphasized at faculty students (51.0%), whereas the reflective style isdominant at postgraduate students in rate of 60%. The reflective style is alsodominant for both sexes; males (39.5%) and females (47.5%).The correlative analyze proved a significant link between the theorist,activist and reflective style on one hand and educational/academic achievementon the other hand. Furthermore, the correlative analyze proved the existence ofcorrelation between the theorist and reflective style with educational level.The educational profile correlates significantly with reflective style. Posthoc analyze proved that students with more emphasized reflective style at thesame time are distinguished for higher educational/academic achievements,unlike other activist, theorist and combined style students.
CR  - Vizek Vidovic, V & Vlahovic Štetic, V. (2007). Modeli ucenja odraslih i profesionalni razvoj. Ljetopis socijalnog rada, 14 (2), 283-310.
CR  - Dunn, R. (1983). Learning Style and its Relation to Exceptionality at Both Ends of the Spectrum. Exceptional Children, 49, 496–506.
CR  - Honey, M. i Mumford, A. (2000). The Learning Styles Questionnaire. Peter Honey Publications.
Honey, P., & Mumford, A. (1992). The Manual of Learning Styles (3rd ed.). Maidenhead: Peter Honey.
CR  - Jensen E. (2003). Supernastava. Zagreb: Educa.
Kolb, D. A. (1984). Experiential Learning: Experience as the Source of Learning and Development. New Jersey: Prentice-Hall.
CR  - Kolb, D. A. (1999). Learning Style Inventory, Version 3. Boston: Hay Group.
CR  - Kolb. D. A. & Fry, R. (1975). Toward an applied theory of experiential learning. Cooper (ed.) Theories of Group Process, London: John Wiley.
CR  - Osmani, Q., Musai, M., Jonuzi, M. (2016). Stilet e të mësuarit në funksion të avancimit të nxënies dhe suksesit akademik. Kumtesat nga konferenca vjetore e shkencës ”Java e Shkencës” 2015.  Ministria e Arsimit, Shkencës dhe teknologjisë. Departamenti i Shkencës dhe Teknologjisë. Vol 2. pp.311-322.
CR  - Osmani, Q., Xheladini, F., Gashi, K. (2016). “Raporti mes stileve të të mësuarit, nxënies dhe suksesit mësimor”. 5th International Vocational Schools Symposium – Prizren: Importance of vocational education in word. Umyos, Vol 2, pp.1183-1191.
CR  - Romanelli, F., Bird, E., & Ryan, M. (2009). Learning styles: a review of theory, application, and best practices. American Journal of Pharmaceutical Education, 73, 9.
CR  - Ronan, N. (1996). Learning styles and academic performance in an African university. Research in Education, Nov, 87-92.
CR  - Willis M. i Kindle Hodson V. (2004). Otkrijte stil učenja vašeg djeteta. Zagreb: Ostvarenje.
CR  - Zoriah A., Tey X.Y., Syireen A., Chong N.J. (2013). Learning Style Preferences of Pharmacy Students. The European Journal of Social & Behavioural Sciences, 14, 819-835.
CR  - Шкариќ, О. (2004). Развојна психологија. Скопје: Филозофски Факултет.
UR  - https://dergipark.org.tr/tr/pub/mbd/article/488621
L1  - https://dergipark.org.tr/tr/download/article-file/582783
ER  -