The Relationship among Learning Styles, Language Learning Strategies, and the Academic Achievement among the English Majors at Al-Aqsa University

This thesis aims to identify the learning styles and learning strategies of students, to check whether there are significant differences in the learning style and strategy preferences between male and female learners, and investigate whether there is a relationship between students’ learning style , strategy preferences and the academic achievement among the third year English majors at Al Aqsa University. A total of 60 students were asked to complete two questionnaires. One was used to identify students’ perceptual learning style preferences and the other was used to identify students’ learning strategies. In addition, an achievement test was held to determine the students' level, and then correlate results with the learning style preferences , language learning strategies and the academic achievement. When the responses that the participants gave to the questionnaire mentioned above were analyzed, it seemed that only the mean scores of two learning style preference categories, kinesthetic being 22.567 with percent weight 90.27 and tactile learning, 20.567 with percent weight 82.27 respectively, fall into the major learning style preferences category. The third rank was occupied by the group learning style with percent weight 79.80 . The fourth rank was the visual style (minor learning style) with percent weigh 78.80. The fifth rank was for the auditory style (minor learning style) with percent weight 78.60. The sixth rank which is the (negligible learning style) preferences was for the individual learners with percent weight 54.73 Furthermore, there are statistically significant differences between male and female in visual, auditory and individual learning, towards female, and in Group learning towards male, and there are no statistically significant differences between male and female in kinaesthetic, tactile and the summation degree . The analysis of the second questionnaire revealed that metacognitive strategies were favoured the most. The results showed that there are no statistically significant differences between male and female in all domains of strategy use , and the total degree of the domains, except Compensation Strategies towards male. From the analysis of the results of the achievement test and their correlation with the students' learning styles , it was found that there are statistically significant correlation coefficient between achievement and auditory and total degree of style , but there are no statistically significant correlation coefficient between achievement and visual, kinaesthaetic, tactile, group learning, and individual learning. When the students' achievement test results were correlated with their learning strategies, it was shown that there are statistically significant correlation coefficient between achievement and all strategies except Part C -compensation strategies. The analysis with respect to the relationship between learning styles and learning strategies revealed that there are no statistically significant correlation coefficient between all strategies and all styles except part A -memory strategies with kinaesthetic style (positive relation) , and Part C- Compensation Strategies with visual style (negative relation) , and group learning style with part C- compensation strategies ( positive relation)

The relationship between learning style preferences and academic achievement of English majors at al-Aqsa University in Gaza, Palestine

This study aims to investigate the relationship between the learning style preferences, and academic achievement of third year English majors at Al Aqsa University in Gaza, Palestine. A total of 60 students were asked to complete a questionnaire to identify their perceptual learning style preferences. In addition, an achievement test was held to determine the students' academic level in English and the results were correlated with the learning style preferences. The findings showed that the top two learning styles preferred were kinesthetic, 90.27% and tactile learning 82.27% respectively. The other learning styles preferred in decreasing popularity were the group learning style 79.80%, visual style 78.80%, auditory style 78.60% and individual learners 54.73%. Moreover, there were statistically significant differences between males and females in visual, auditory, individual learning, and group learning, and there were no statistically significant differences between males and females in kinaesthetic and tactile. Furthermore, there was a significant correlation between achievement and auditory style, but there was no significant correlation between achievement and visual, kinaesthaetic, tactile, group learning, and individual learning. The paper ends with a discussion of some pedagogical implications of the findings on tertiary education in the local context

Ceftriaxone-induced fixed drug eruption - First report

Fixed drug eruption (FDE) is an unusual type of cutaneous adverse drug reaction that is characterized by recurrent site-specific lesions each time the drug responsible is taken. FDE from cephalosporins has been rarely reported, and to the best of our knowledge there is no published report of ceftriaxone-induced FDE in the literature. We report the first case of a 54-year-old Turkish woman who presented with ceftriaxone-induced FDE. Topical provocation with ceftriaxone sodium salt (1% in water [aq.], 5% aq., 10% in petrolatum [pet.], 20% pet.) remained negative both at previously affected sites and in the unaffected skin of the back. Therapeutic re-exposure with intravenous ceftriaxone I g confirmed the diagnosis. The patient tolerated amoxicillin and cefazolin, suggesting that the sensitizing portion was not the P-lactam ring. Identification of the antigenic determinants of FDE-inducing drugs will make predicting safe alternatives in patients with FDE an easier task