Effects of Gender and School Level on Learning Styles of Students with Blindness
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This study investigated the effects of gender and school level on learning styles of students who were identified with blindness in South Korea. The investigation employed Kolb’s (1984) model for identifying learning styles that include converging, accommodating, assimilating, and diverging styles. The phases of the learning cycle that are based on this model identified four different descriptions including Concrete Experience, Reflective Observation, Abstract Conceptualization, and Active Experimentation. A sample of 115 students with blindness was administered the Learning Style Inventory. The study’s findings revealed the most preferred learning style of students with blindness was the diverging style. Over half of students with blindness prefer a combination of learning steps identified as Concrete Experience and Reflective Observation. However, there were no significant differences in frequencies of learning styles by gender or school level. MANCOVA revealed significant differences only in the Concrete Experience variable assessed among school levels. The participants at advanced school levels were more likely to prefer Concrete Experience. The results support the proposition that lack of vision can lead students with blindness to sustain cognitive operations at a concrete level.
Abstract
This study investigated the effects of gender and school level on learning styles of students who were identified with blindness in South Korea. The investigation employed Kolb’s (1984) model for identifying learning styles that include converging, accommodating, assimilating, and diverging styles. The phases of the learning cycle that are based on this model identified four different descriptions including Concrete Experience, Reflective Observation, Abstract Conceptualization, and Active Experimentation. A sample of 115 students with blindness was administered the Learning Style Inventory. The study’s findings revealed the most preferred learning style of students with blindness was the diverging style. Over half of students with blindness prefer a combination of learning steps identified as Concrete Experience and Reflective Observation. However, there were no significant differences in frequencies of learning styles by gender or school level. MANCOVA revealed significant differences only in the Concrete Experience variable assessed among school levels. The participants at advanced school levels were more likely to prefer Concrete Experience. The results support the proposition that lack of vision can lead students with blindness to sustain cognitive operations at a concrete level.
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