THE RELATIONSHIP BETWEEN LEARNING STYLES AND CULTIVATION OF LEARNING INTEREST OF FRESHMEN IN CHENGGUAN MIDDLE SCHOOL
คำสำคัญ:
Students’ Learning Style, Cultivation of Learning Interest, Chengguan Middle Schoolบทคัดย่อ
The objectives of this research were: 1) to study learning style of Freshmen in Chengguan Middle School, 2) to study cultivation of learning interest of Freshmen in Chengguan Middle School, 3) to study the relationship between learning style and cultivation of learning interest of Freshmen in Chengguan Middle School. This study adopted a quantitative correlational research design. The purposive random sampling was 278 freshmen in Chengguan Middle School, selected according to Krejcie and Morgan table (1970). The research instrument was a self-designed questionnaires. The statistics are used for data analyzing by finding frequency, percentage, mean, standard deviation, and Pearson product moment correlation coefficient.
The findings of this study are expected to provide theoretical support for understanding the interaction between learning styles and learning interest, and offer practical implications for optimizing instructional strategies in secondary education.
The research results were:
- Learning style of freshmen in Chengguan Middle School in 4 aspects was at high level ( =4.38, S.D.=0.69). Considering the results of these 4 research aspects were as follows: the highest rank was "Reading/Writing learning style", indicates a high level ( =4.82, S.D.=0.39). Followed by "Visual learning style" ( =4.81, S.D.=0.40), whereas “Kinesthetic learning style” was the lowest rank ( =3.93, S.D.=0.65).
- Cultivation of learning interest of Freshmen in Chengguan Middle School in 2 aspects was at a high level ( =4.53, S.D.=0.74). Considering the results of these 2 research aspects were as follows: the highest rank was “Intrinsic motivation interest”, indicates a high level ( =4.62, S.D.=0.64). Followed by “Extrinsic motivation interest” ( =4.43, S.D.=0.83).
- The relationship between learning styles and learning interest showed a strong positive correlation (r = .80, p < .01). These findings suggest that aligning instructional strategies with students’ learning styles may enhance learning interest in secondary education contexts.
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