LEARNING STYLES IN PUPILS OF PRIMARY SCHOOL FINAL GRADES

Authors

  • Ranka Perućica Assoc. Prof. Dr., Faculty of Medicine Foca, University of East Sarajevo, Bosnia and Herzegovina
  • Olivera Kalajdzić Assoc. Prof. Dr., Faculty of Medicine Foca, University of East Sarajevo, Bosnia and Herzegovina
  • Sanja Živanović Assistant, Faculty of Medicine Foca, University of East Sarajevo, Bosnia and Herzegovina
  • Sonja Kaurin Assistant, Faculty of Philosophy Foca, University of East Sarajevo, Bosnia and Herzegovina

DOI:

https://doi.org/10.46827/ejes.v7i11.3361

Keywords:

learning styles, school achievement, pupil age (seventh, eighth and ninth grade), gender

Abstract

Learning styles are a concept that occupies an increasingly important space in pedagogical theory and practice with the aim of improving short-term and long-term teaching outcomes. Kocinski (1984) defines a learning style as the way a person learns most often or the way she/he learns best. In this paper, we have paid special attention to learning styles in pupils in the final grades of primary school, and to what extent the representation of learning styles in pupils depends on gender, age and school success that pupils achieve in learning. In the research, we have used modified diagrams of Kolb’s model dividing learning styles into: activists, thinkers/reflectors, theorists, and pragmatists. The sample has consisted of 802 pupils in the final grades of primary school (seventh, eighth and ninth). We have started from the assumption that certain differences exist in the representation of learning styles depending on the gender, age and success of pupils. The obtained results have shown that the given hypothesis has been partially confirmed. Differences in learning styles among pupils depending on their gender have been found in those who use activist’s style and thinker’s/reflector’s style. A significant difference in the representation of learning styles in pupils depending on age has not been registered, while the difference in the representation of learning styles in pupils regarding school success has been found in pupils preferring the style of theorist and pragmatist. The obtained research results will serve the purpose of improving the efficiency of the acquisition of acquired knowledge, and indicate which of the learning styles should be encouraged in pupils.

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Author Biographies

  • Ranka Perućica, Assoc. Prof. Dr., Faculty of Medicine Foca, University of East Sarajevo, Bosnia and Herzegovina
    Ranka Perućica, doctor of pedagogical sciences, employed as a professor at the Medical Faculty of the University of East Sarajevo. Master's degree obtained at the Faculty of Philosophy of UES, and PhD in 2017 on the topic "The role of teachers and parents in shaping the students’ relationship to learning" at the same faculty. He is the author of several scientific papers in the field of general Pedagogy, family Pedagogy, and Inclusive Education.
  • Olivera Kalajdzić, Assoc. Prof. Dr., Faculty of Medicine Foca, University of East Sarajevo, Bosnia and Herzegovina
    Olivera Kalajdzić is a doctor of psychological sciences, employed as a professor at the Medical Faculty in Foca, University of East Sarajevo. Her doctoral thesis deals with personality traits and vision of the future of adolescents. He writes and publishes articles in the field of general psychology, developmental psychology, school psychology and adolescent psychology.
  • Sanja Živanović, Assistant, Faculty of Medicine Foca, University of East Sarajevo, Bosnia and Herzegovina
    Sanja Živanović is currently employed at the Faculty of Medicine in Foča, University of East Sarajevo, as an assistant in the pedagogical group of subjects. She completed her undergraduate and master's studies at the Faculty of Philosophy in Pale, University of East Sarajevo, and acquired the title of master pedagogue. For the previous two years, she was employed in a preschool institution, as a graduate educator of preschool children.

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Published

2020-10-08

Issue

Vol. 7 No. 11 (2020)

Section

Articles

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