Abstract
This paper reflects upon the experience of the delivery of study materials tailored to preferred learning styles at the Secondary Technical School of Public-Law using blended learning. The study was conducted within winter and summer semesters in 2017–2018 with 205 students at the age of 16 to 18. To measure students’ learning styles Felder’s Index of Learning Styles was used, and achievement scores of students’ summative tests were compared before and after blended learning was adopted. Students, most of whom had visual preferences for learning, were randomly divided into two groups. The statistic results showed that there was no significant difference in terms of academic performance between students working in traditional classroom (control group) and students working in blended learning environment (experimental group). On the other hand, the analysis of obtained data revealed statistically significant differences in achievement between the two groups, indicating that the experimental group with visual preference performed better than the control group with visual preference. Significant differences were also found in the respective groups’ academic performance according to gender. Male students were more motivated and performance-oriented.
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Acknowledgements
The authors thankfully acknowledge the management of the University of Hradec Kralove, namely Dean’s office of Pedagogical faculty, for supporting the work and granting permission to publish the paper from IP RVO funds. The data processed in our research was gained thanks to the European Union Project Literacy in Innovative way. Reg. no.: CZ.02.3.61 / 0.0 / 0.0 / 16_012 / 0000608, which was realized at the Secondary Technical School of Public-Law TRIVIS.
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Loudova, I., El-Hmoudova, D. (2019). Learning Style Preferences and Blended Learning Approach on Secondary Technical School Level. In: Cheung, S., Lee, LK., Simonova, I., Kozel, T., Kwok, LF. (eds) Blended Learning: Educational Innovation for Personalized Learning. ICBL 2019. Lecture Notes in Computer Science(), vol 11546. Springer, Cham. https://doi.org/10.1007/978-3-030-21562-0_15
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