Elham Heidari; Rahmatallah Marzoghi; Zahra Rafatjoo
Abstract
The aim of this study was to investigate the relationship between preferred learning style and academic performance with the mediating role of online non-formal learning among Shiraz University students. The research method was descriptive-correlational method. The research sample consisted of 320 students ...
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The aim of this study was to investigate the relationship between preferred learning style and academic performance with the mediating role of online non-formal learning among Shiraz University students. The research method was descriptive-correlational method. The research sample consisted of 320 students of Shiraz University who were selected using stratified random sampling method. The tools used in this study include scales for measuring students' preferred learning styles (Ozdamar-Keskin, Ozata, Banar & Royle, 2015), online non-formal learning (He and Li, 2019), academic performance (Yu, Tian, Vogel & Kwok, 2010). That, after calculating their validity and reliability, analyzed them using structural equation models. The findings showed that more students' preference for visual learning was positively and significantly correlated with increased tendency to online non-formal learning (β = 0.32, p = 0.0001).Also, there is a positive and significant relationship between more students' preference for dependent learning with increasing tendency to online non-formal learning (β = 0.27, p = 0.02).In addition, the findings showed that there was a positive and significant relationship between increasing the tendency to online non-formal learning and improving students' academic performance (β = 0.38, p = 0.0001). On the other hand, the findings showed that increasing students' desire to learn dependent on increasing their academic performance (β = 0.27, p = 0.01). Thus, online non-formal learning with its mediating role has a positive effect between preferred learning style and academic performance and it can increase or decrease academic performance among students.
