Professional and Organizational Development Network of Thailand Higher Education 6th Annual National Conference on "Outcome based Education: Progressing towards the 21 Century Quality Graduates” July 28 – 29, The Imperial Queen's Park Hotel Relationships among learning styles and achievement of students to Financial report analysis in Problem-base learning Miss Supaluck Boontanom

Outline Objectives 2 Research methodology 3 Results & Conclusions 4 Q & A 5 Introduction 1 Relationships among learning styles and achievement of students to Financial report analysis in Problem base learning

Introduction Relationships among learning styles and achievement of students to Financial report analysis in Problem base learning Do you over teach your students?

The purpose of research Relationships among learning styles of learning achievements of students by Problem base learning 1 Compare between learning achievements of students and student learning styles 2 Compare between learning achievements pre-test and post- test of students 3 The opinion of students in the problem based learning (PBL) 4 Relationships among learning styles and achievement of students to Financial report analysis in Problem base learning

Conceptual Framework Learning Styles Problem base learning Learning Achievement Test Relationships among learning styles and achievement of students to Financial report analysis in Problem base learning

Assumptions 1 Problem-base learning has positive effect on learning achievements of students 2 Learning styles of students has no effect on learning achievements T-test Pearson Correlation Relationships among learning styles and achievement of students to Financial report analysis in Problem base learning

Learning Style ScaleWriterAgeStyle Dimensions CITE Learning Style Scale Babich Burdine Albright & Rando (1980) StudentsAuditory, Visual, Language, numeral, physical, study condition, stand alone, with others Grasha Riechmann Learning Styles Inventory Grasha-Riechmann 1975 HS & CollegeWhat kind of an interaction the students are in with the teachers and their friends. Learning Styles Inventory Dunn, Dunn & Price 1982a 3-12 ageEmotional, sociological psychological, logical Learning Styles Inventory Kolb (1976)Young Adolescences Reflective, Observation/Concrete Experience Abstract Conceptualization/Active Experience Learning Styles ProfileKeefe & Monk 1986Grade 6-12Psychological Environmental, cognitive, emotional, Information processing Perceptual Learning Styles Scale Reid 1984Grade 3-12Auditory, Visual, tactile, kinesthetic, group, individual Grasha Riechmann Learning Styles Inventory Grasha-Riechmann 1975 HS & CollegeWhat kind of an interaction the students are in with the teachers and their friends. Relationships among learning styles and achievement of students to Financial report analysis in Problem base learning

Grasha-Riechmann Student Learning Style Independent Participant Dependent Competitive Avoidant Collaborative Learning Style The 60-item version of Grasha and Riechmann's Student Learning Style Scales (six scales, 10 items per scale) Relationships among learning styles and achievement of students to Financial report analysis in Problem base learning

Grasha-Riechmann Student Learning Style Independent learners prefer to work alone, not in groups. They are confident learners that don't have the need to confer with others. Independent learners 1 Relationships among learning styles and achievement of students to Financial report analysis in Problem base learning

Grasha-Riechmann Student Learning Style Dependent learners need feedback from the teacher or their peers for structure and guidance. They prefer to have someone tell them what to do. Dependent learners 2 Relationships among learning styles and achievement of students to Financial report analysis in Problem base learning

Grasha-Riechmann Student Learning Style One of the goals of competitive learners is to do better than their peers. They see the classroom as a win--lose situation in which they must win, and they need to be recognized for their accomplishments. competitive learners 3

Grasha-Riechmann Student Learning Style Collaborative learners learn through sharing and cooperating with the teacher and their peers. They prefer small group discussions and group projects. Collaborative learners 4 Relationships among learning styles and achievement of students to Financial report analysis in Problem base learning

Grasha-Riechmann Student Learning Style Avoidant learners can be difficult to reach. They are reluctant to learn and uninterested in class activities. They may not even want to attend class. They do not enjoy learning and generally try to avoid it at all costs. Avoidant learners 5 Relationships among learning styles and achievement of students to Financial report analysis in Problem base learning

Grasha-Riechmann Student Learning Style Participant learners are eager to learn and enjoy classroom activities and discussion. They take responsibility for their learning, and are eager to do as much class work as possible. They are highly motivated to meet the teacher's expectations. Participant learners 6 Relationships among learning styles and achievement of students to Financial report analysis in Problem base learning

Grasha-Riechmann Student Learning Style Scale Learning style scalesLowModerateHigh Independent1.0 – – – 5.0 Avoidant1.0 – – – 5.0 Collaborative1.0 – – – 5.0 Dependent1.0 – – – 5.0 Competitive1.0 – – – 5.0 Participant1.0 – – – 5.0 Table AI. Learning style scales Defined in GRSLSS Relationships among learning styles and achievement of students to Financial report analysis in Problem base learning

Step of Problem-base learning by EAU Relationships among learning styles and achievement of students to Financial report analysis in Problem base learning Planning Problem Analysis Brain Storming Problem Summary and Report Learning and Application Summative evaluation Formative evaluation

The data was gathered Relationships among learning styles and achievement of students to Financial report analysis in Problem base learning Students learning style 2 The opinion of students 3 Achievement Test 4 Personal Data 1 The 60-item version of Grasha and Riechmann’s Student learning Style Scales (six scales, 10 items per scale) Learning Achievement Test by using long essay of 15 questions 1.The advantages from learning 2.The teaching environment 3.Learning activities 4.Time and work load 5.Student 'attitudes towards PBL

The Results of analysis Relationships among learning styles and achievement of students to Financial report analysis in Problem base learning

Learning Style The Results of analysis Learning styleLowModerateHigh Independent24.14%75.86%0 Avoidant6.90%86.21%6.90% Collaborative14.79%20.69%65.52% Dependent3.45%86.66%6.90% Competitive3.45%75.86%20.69% Participant10.34%72.41%17.24% Relationships among learning styles and achievement of students to Financial report analysis in Problem base learning

Learning Achievement Test The Results of analysis NXSDT-test Pre-test * Post-test Relationships among learning styles and achievement of students to Financial report analysis in Problem base learning *t (0.05, df=28, sig. (2-tailed) =.00

The relationship between Learning Styles and Achievement test The Results of analysis Learning Styles Learning Achievement Test Relationships among learning styles and achievement of students to Financial report analysis in Problem base learning

The opinions of students in the problem based learning (PBL). The Results of analysis 1The advantages from learningHigh= The teaching environmentHigh= Learning activitiesHigh= Time and work loadModerate= Students 'attitudes towards PBLModerate= Relationships among learning styles and achievement of students to Financial report analysis in Problem base learning X X X X X

Conclusions Relationships among learning styles and achievement of students to Financial report analysis in Problem base learning TopicResearcher Improving the quality of accounting students 'learning through action oriented learning tasks. Adler and Milne (1997) New Zealand The group attended the course using the PBL approach scored higher to most questions and also acquired better and longer lasting knowledge. Some empirical evidence on the superiority of problem based learning (PBL) method Breton (1999) Canada Comparation of learning achievement by using Problem-based learing (PBL) and normal learning with the subject of Auto air conditioning in high vocational certificate Chanchai Dasri (2007) Thailand Students who had participated in problem-based learning had higher learning achievement than students who has learn by normal learning.

Conclusions Relationships among learning styles and achievement of students to Financial report analysis in Problem base learning TopicResearcher Relationships among learning styles, learning behaviors of learning in virtual campus upon learning achievement of graduate students Anuchai Theeraroungch aisri (1999) Thailand Learning style was not found significantly effect on learning achievement. Comparation of Learning Achievement by Using Problem- Based Learing (PBL) and Normal Learning with the Subject of Auto Air Conditioning in High Vocational Certificate Chanchai Dasri (2007) Thailand The learning activity and the advantage from problem - base learning are in high level and higher than normal learning. Relationships among learning styles, learning behaviors of learning in virtual campus upon learning achievement of graduate students Anuchai Theeraroungch aisri (1999) Thailand Students are positive towards the PBL process but they do not indicate clearly that they have experienced the benefits of PBL. Furthermore, they do not find the PBL mode of study much more interesting than the lecture based method.

LOGO Professional and Organizational Development Network of Thailand Higher Education 6th Annual National Conference on "Outcome based Education: Progressing towards the 21 Century Quality Graduates” July 28 – 29, The Imperial Queen's Park Hotel Relationships among learning styles and achievement of students to Financial report analysis in Problem base learning Miss Supaluck Boontanom