Analysing the relationship of sequential and global learning styles on students’ historical thinking and understanding: a case study on form four secondary schools students in Malaysia

Ling, Weay Ang

Analysing the relationship of sequential and global learning styles on students’ historical thinking and understanding: a case study on form four secondary schools students in Malaysia

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Title

Analysing the relationship of sequential and global learning styles on students’ historical thinking and understanding: a case study on form four secondary schools students in Malaysia

Type

Article

Main Author

Ling, Weay Ang

Additional Authors

Mona Masood
Siti Hawa Abdullah

Subject

D History (General)

ISSN

2232-1926

Language Code

eng

Bibliographic Details

Place of Production

Tanjong Malim

Publisher

Fakulti Teknikal dan Vokasional

Year of publication

2016

Notes

Vol. 6 (2016): International Journal of Assessment and Evaluation in Education

Degree Type

Others

Corporate Name

Perpustakaan Tuanku Bainun

Abstract

This study ascertained on the relationship between students_ learning styles, which are global and sequential learning styles with their historical understanding and thinking. The specific objectives of the study were to: describe the learning style of the students which are sequential and global; to find out whether students_ historical understanding and thinking differ with their learning styles; and determine the difference between the learning style and their historical understanding and thinking. The participants of the study consist of 40 Form Four Secondary School students from a National School in Kedah State, Malaysia. The Index of Learning Styles (ILS) questionnaire was utilized to carry out the rationale of the study. The results demonstrated that generally the students are fairly well balanced in global and sequential learning styles presented in the ILS questionnaire. An assessment test of history essay writing was used to determine their historical thinking from four categories, which are a) chronological understanding, b) make interpretation, c) express opinions with a sense of empathy, and d) make rationalizations. The results show that there is a significance difference between the sequential learner and the global learner in chronological understanding. Overall, there is no significant difference between students_ learning styles with the ability in making interpretation make rationalization and express an opinion with a sense of empathy. The results of this study can be used to gain insight into the construct of historical understanding and into how historical reasoning competencies can be measured. Besides, the results present some ideas about information organization of history contents to suit the preferences of students_ different learning styles. Keywords history thinking, learning styles, correlation, history understanding

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