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- W2907788346 abstract "This study was conducted with its aim to measure the dominant learning styles of Fully Residential Schools’ students. The need to acquire the dominant learning styles of these students arose since they are bound to the schoolenvironment which limits learning styles according to their inclination. Hence, individual and group learning styleswere developed to fulfil the needs of the students in context of their favourite learning styles. However, there were raised concerns whether learning styles would cause different impacts, based on gender if they are integrated inMathematics. This study gave the answer through a survey conducted on a total of 61 Fully Residential Schools’students, 31 of whom underwent the proposed intervention in the form of flipped classroom method, while theremaining 30 were in the control group. The findings of the study obtained by a descriptive analysis showed thatgroup learning was the dominant learning style adopted by the students. In addition, the findings also showed that,there was no significant difference in learning styles based on gender. It was concluded that Fully Residential Schools’students needed group activities in their learning and their learning styles were not focused only on one particulartype. Regardless of gender, they were capable of being actively involved in group activities. So this study had thepotential to be implemented in the 21st century learning which emphasizes on group activities that should integratelearning styles well in tandem with the teachers' teaching." @default.
- W2907788346 created "2019-01-11" @default.
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- W2907788346 date "2017-12-13" @default.
- W2907788346 modified "2023-09-28" @default.
- W2907788346 title "Learning styles of Fully Residential Schools’ Students in Mathematics through the Flipped Classroom Method: Do Gender Factors Cause Different Impacts?" @default.
- W2907788346 doi "https://doi.org/10.37134/ejsmt.vol4.2.4.2017" @default.
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