Explaining Learning styles of Students in Agriculture Faculty of Birjand Branch, Islamic Azad University

Document Type : Original Article



The current research is aimed to identify the students’ learning styles from Agriculture Faculty of Islamic Azad University, Birjand branch. Methodologically, this research was carried out based on descriptive-survey strategy.
The statistical population of current research consisted of 555 students from which 69 samples were selected using Cochran Formula. Then for appropriate allocation, 89 samples considered as final using randomized stratified sampling method. A questionnaire, including Felder-Soloman index of Learning Styles was applied as the research tool. Validity of the questionnaire was established using comments of a group of experts. The durability of different sections of the questionnaire was confirmed based on calculating Cranach's alpha coefficient of reliability. Correlation coefficient and T test was exploited in order to analyze collected data. Results showed that most of students have active learning style as far as processing aspect is concerned, and in terms of perception, most of students have intuitive style. From presentational point of view, the majorities of students have verbal style and from the aspect of perspective/understanding, most of students follow sequential style. Results obtained from analyzing correlation coefficient suggested that there is a 5% significance level between students’ learning style and some educational patterns -using seminars and conferences in teaching, teaching method based on work in laboratories and workshop, utilizing internship as an efficient teaching method, satisfaction from teaching theoretical courses, and employing a combination of educational resources- which shows a positive relationship within this context. In addition, results revealed that there was also a significantly negative relationship between applying the presented lecture as the teaching method and active learning style score of students. T-test results showed there is no significant difference between students in terms of learning style score and gender, major or university degree levels. 


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