Abstract
This study evaluated the relationship between learning styles and student engagement among undergraduate students at a university in Tianjin, in order to provide improvement plans. The researchers used modified or adjusted questionnaires on learning styles and student engagement. The first questionnaire used the Learning Style Scale. It is based on the experiential theory and learning model established by Kolb in 1984. Fusion, divergence, assimilation, and adaptive learning styles are all used as useful self-assessment tools, with the advantage that they can be completed in just 30-45 minutes. The second adjusted questionnaire is the Student Participation and Satisfaction Questionnaire (SESQ). Due to the recognition of the concept of student participation by many experts, some of them have developed a survey questionnaire to address this issue. In this study, only factors indicating student participation index, namely emotions, cognition, and behavior, were considered. The participants in this study are undergraduate students from Tianjin University. They are randomly selected from a population, regardless of age, gender, grade, and university affiliation, and come from engineering, business, humanities, law, and medicine. The proposed personalized teaching plan aims to address the different learning styles and participation levels of student groups. Based on these findings, the researchers concluded that when considering factors such as gender, grade, and university relationships, this study found no significant differences in students' self-evaluation of learning styles. However, significant differences have emerged in the context of different styles. Among the three areas of participation, cognitive participation is the most prominent among students, followed by behavioral participation. There is a moderate and statistically significant correlation between the learning styles (convergence, divergence, assimilation, and adaptation) of student respondents and their levels of cognitive, emotional, and behavioral participation. This means that students' learning styles may be influenced to some extent by their level of participation. Based on the conclusions drawn from this study and recommendations made
Publisher
Darcy & Roy Press Co. Ltd.
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