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Learning style orientation.
'Group' learning style orientation.
'Project' learning style orientation.
'Individual' learning style orientation.
Fig. 1 Effect of learning style orientation on QPT performance pre- and post-semester.
Fig. 3 No evidence of meshing in terms of QPT performance, learning style orientation, and participation/control groupings for instructor 1.
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Table 5 shows the distribution of learning style orientations between all groupings.
These results suggest that in any given cohort of participants, the distribution of learning style orientations (LSOs) is diverse.
Those with individual learning style orientations (henceforth 'IAO') learn best when 'working alone in a learning situation' (2003 93).
What is the relationship between participants' learning style orientations, their general English ability pre- and post- semester, and their level of classroom participation?
In the present study, we adopt a simplified three-category approach following Wintergerst et al. (2003)) and DeCapua and Wintergerst (2005), where a broad range of learning styles can be divided between 'project', 'group' or 'individual' learning style orientations.
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