The introduction begins with explaining the development of mental capability, beginning at birth we continue to strengthen and expand our capability. Mental ability is often associated with and does have a connection to how quickly and well individuals learn. While intelligence itself is not an indication of the efficiency of someones learning process, the two do seem to go hand in hand. The tactic that works best for students to learn should be very important to their educator. Using tools that closely align to the most beneficial style promote fast and easy learning and application. The mental ability of students can be a key indicator as to what approach the teacher should take. Although the connection between mental capability and learning style seems to be very important, there is a real lack of research done on the two topics (Agarwal & Jaiswal, 2010).
The next section of the article is listing definitions related to learning style in order to show the classifications associated with the different styles. Response types are a sizable factor in learning style, the three different types of responses show the reaction to exposure of teaching in a classroom and learning from others. Other definitions exhibit the students feelings and action towards participation and how that may dictate absorption of material (Agarwal & Jaiswal, 2010).
Mental ability is a measure of intelligence and potential to house information. In this article in uses the term in a way of general intelligence, different from the ability to excel in one specific area (Agarwal & Jaiswal, 2010).
The objectives for this study were to take data of learning style according to different levels of mental capability, and to examine these variables on the basis of a higher level student in secondary education. The methodology used to gather this data was offering varying tools and styles to the secondary education students of the study (Agarwal & Jaiswal, 2010).
750 students of 45 different secondary schools within a certain region were the sample for the study. The technique for data contraction was multistage stratified random sampling, they were divided into three groups dependent on their mental capability. The Students Learning Style Scale was the tool applied to the sample, measuring student interaction with educators, peers, and different learning style stimuli. This tool measure the six characteristics defined in the previous section of useful terms. The terms can be put together to create three different bipolar traits in students. These traits are measured on a number scale that ascends up to five, therefore this is a quantitative tool for measurement (Agarwal & Jaiswal, 2010).
The mode for measuring the intelligence, or mental capability, of the sample students was the Standard Progressive Matrices. It’s a test split up into smaller sections dictating what a certain factor showing a student is. The mean of the testing showed that the preferred style across each mental capability level is the participant style. That is the willingness and benefit of interaction between student with their peers and instructor through discussion, interactive presentations, and group activities. This want to be in the physical classroom and actively speak with others shows that these students want to learn the teachings and opinions of others, they’re willing to take into play several different opinions. Students with a high or low capability level seemed to prefer the independent learning style, this allows personal reflection and an ability to control at which pace and level of difficulty they allow themselves. Students of an average level typically seemed to react to education in the competitive fashion. They felt the need to always win and prove their abilities to other students and instructors in the classroom (Agarwal & Jaiswal, 2010).
The lowest level of mental capability is actually the level at which there was the most variation in desired learning styles. Although most preferred among these student was the independent style, there were those that deviated and went along with the participation and competitive styles. The other two levels exhibit lower amounts of deviation from their typically preferred style. These results in data interfere with the previous findings of a study done by Singh and another by Kumari. These studies showed that there was no correlation at all between the mental capability levels and learning styles aside from the case of average intelligence boys, the only demographic to show these results (Agarwal & Jaiswal, 2010).
The conclusion of the article discusses the ending deductions and making suggestions. It shows that not all of the learning styles are evenly dispersed throughout the different mental capability levels, there is not one definite style that is equally beneficial and prefered. The participant style is the most preferred across each level of capability, allowing for discussion between the student and their instructor and peers, allowing for more exposure to opinions, perspectives, and access to new resources. The overall least preferred style is the avoidant. This style allows for a student that does not wish to reflect on the ideas of others to develop their own thoughts without interference. Although this does not allow for all of the exposure that participant offers, it provides a private atmosphere for personal reflection and ability to move along at their own discretion. For students that are struggling, the avoidance style lets them focus on whichever topics they find the most difficult and for a personal decision on how long spent on a certain aspect or subject of the curriculum, the same sort of principle applies to the higher level thinking students, this allows them to think beyond what their peers may say and provide them the chance to speed through curriculum and move on past the current topic. The average mental students feel the need to compete with their peer, proving to themselves and all others that they can surpass the standards of low scoring students and keep up with the higher scoring students. The study shows how lower intelligence level students have more difficulty learning with others, but they also probably do not possess the skills to develop their knowledge all on their own. Possible solutions are for educators to provide them encouragement and confidence is their own thoughts and the prospect of learning and discussing with others (Agarwal & Jaiswal, 2010).
One limitation on this study is that the sample of students taken only cover those in secondary education. Therefore the same conclusions and suggestions may not be relevant for younger children. Another limitation is the utter lack of research that has been done into the styles of learning. The tactic used only gives six different variations of how a student might learn when in reality I believe it is much more complex and personal than that.
One way to improve the experiment would to have several different groups as samples. These groups should be from multiple education levels, broken even further to grade levels for the younger students, they should also be taken from different areas varying in demographic levels and poverty levels. This would allow for more variables to be accounted for.
Also, I think binding the data down to just the six learning styles is not sufficient, there are combinations and particular situations in which they may shift from one style to another. I believe the style preferred depends on the subject, the class size, and the particular material of that unit.
I taught children’s dance for several years, ages ranging from two to fifteen and class sizes from private solo sessions to classes of twenty. Although this study was done on an academic level, I can definitely say from my teaching experience that different children benefit and absorb more in different class sizes. I obviously didn’t have scores showing the students intelligence, but can judge from maturity attention that there was not one personality that seemed to prefer any one style. It was varying and unique for each child, depending heavily on class size and dance style.
I believe the finding of this study could be applied to the current development of ADHD research and knowledge. Many students with ADHD do not respond well to traditional teachings, yet that’s what’s continuing to be pressed in the majority of public and private schools. These children often either struggle with the methods being used and act out as a sign of frustration, or learn very easily and become bored with the material, leaving spare time and the need for them to occupy themselves, many times in a disruptive manner. If educators could really pay attention and realize that the same tools will not work for all students, especially those with ADHD and other disorders, the education system as a whole would be much improved.
Tests To Determine The Level Of Intelligence
A person’s personality is formed from the qualities that make someone different, special, and original. Some of the quizzes that can be taken to measure a person’s personality and how someone perceives the world are the Multiple Intelligence, Vark, and Myers-Briggs. Multiple Intelligence, Vark, and Myers-Briggs are quizzes that show how someone’s intelligence can differentiate from another person’s intelligence. Intelligence is the ability to learn or understand or to deal with new or trying situations (“Intelligence”).
Everyone agrees with the definition of intelligence, but some of society has different opinions on establishing an individual’s specific abilities. “… our schools and culture focus most of their attention on linguistic and logical-mathematical intelligence” (Armstrong 1). In the television show The Simpsons, an example of poor intelligence is Homer Simpson, who is mentally disadvantaged that he once got both of his arms stuck in a vending machine. An example of good intelligence is Lisa Simpson; she is young child who at the age of eight years old exceeds the goals and accomplishments of someone much older than herself. The Multiple Intelligence test is an example of a standardized intelligence test. The Multiple Intelligence tests someone to see if they are linguistic, logical-mathematical, musical, bodily-kinesthetic, interpersonal, intrapersonal, spatial, naturalist.
A Howard professor named Howard Gardner purposed the multiple intelligences theory which states that there are multiple types of human intelligence that each represent a different way of processing information. In my class, the highest common result is intrapersonal which is also my result for the Multiple Intelligence. My personality is ability to assess and recognize people that share the same characteristics. The Vark test is an example of standardized intelligence test. The Vark measures the visual, aural, reading, writing, and kinesthetic learning styles. The visual aspect is charts, graphs, flow charts, labelled diagrams, and all the symbolic arrows, circles, hierarchies and other devices, that people use to represent what could have been presented in words. The aural describes a preference for information that is “heard or spoken.” Learners who have this as their main preference report that they learn best from lectures, group discussion, radio, email, using mobile phones, speaking, web-chat and talking things through. Read and write is for information displayed as words.
This preference emphasizes text-based input and output – reading and writing in all its forms but especially manuals, reports, essays, and assignments. Kinesthetic is related to the use of experience and practice; the key is that people who prefer this mode are connected to reality. In my English class, the most popular result is Kinesthetic, although my personal result was Read/Write. In summary, the Vark test shows that everyone has different yet similar learning styles. The Myers-Briggs test is an example of standardized intelligence test. “Myers-Briggs is the measurement of psychological preference in how people perceive the world and their decisions” (Gregory). “The test consists of a series of questions, and your answers determine what type of personality you have and provides general assumptions about how your personality type is best suited for success in terms of careers, communication, etc.” (Gregory).
The highest common percentage in my class is a Campaigner which is someone with a description of enthusiastic, creative and sociable free spirits, who can always find a reason to smile, but my result is the Defender which is very dedicated and warm protectors, always ready to defend their loved ones. The Myers-Briggs helps a person discover the personality type that someone may not have known they acquire. The Myers-Briggs shows my true intelligence because I am exceptionally protective of the people whom I love. I am now aware that I learn best by reading and actively doing something. By learning this information, I know that I should try to learn things by reading instead of other learning styles because from what the quizzes show that works best for me such as writing down my notes and studying them later.
Bridging The Retention And Graduation Gap For Latina Students Through Mentoring Practices
It is imperative to close the gap in the literature to include best practices for higher education mentors that incorporate cultural congruity, sense of belonging, and social capital for Latina students. I will use the following research questions as a guide to determine and isolate gaps, deficiencies, and strengths in the literature that allow for, or take away from, best practices for Latinas’ higher education retention and graduation rates.
Research Question 1: What are barriers for Latina students in higher education? Do higher education best practices take these barriers into account when addressing, facilitating, and providing social capital for Latina students?
Research Question 1: Overarching theme to Question 1: Does identifying with one’s ethnic culture contribute to ethnic identity being perceived as a barrier?
Research Question 2: What are some best practices for academic advisors/mentors to support social capital and sense of belonging for Latina college students?
Overarching themes Research Question 3: Are Latina students being pushed out by the institutions’ failure to incorporate Latina-focused cultural processes and approaches to their advising and mentoring strategies?
Overarching themes Research Question 4: Should higher education institutions take cultural congruity and comprehension of cultural practices, needs, and customs into account when incorporating best practice policies for addressing Latina students in regards to sense of belonging?
Theoretical/conceptual perspective
This CLR uses Critical Race Theory (CRT) to show the racial barriers that exist within higher education, specifically for the Latina students in regards to support, low graduation rates for Latina/os, low retention rates, and financial barriers. The Latina population in higher education, despite increases in enrollment, is under represented (Solorzano, Villalpando & Oseguera, 2005). CRT is a lens that reveals that racial structures are factors that hinder and create barriers for Latina students.
Using a Social Capital lens as a guide, this CLR will reveal barriers that Latinas face, such as lack of resources, financial aid, family relationships, and siblings etc. For the Latina population, social capital exposure may be crucial in navigating through their higher education experience as they lack mentors, resources, and exposure due to low SES in their home and a low level of education attainment in their role models (Perez, 2008).
This CLR uses a Psychosociocultural (PSC) framework as a lens for redefining what factors to consider when implementing best practices for advising and mentoring Latina students. Discussing aspects of Latina culture will help guide why it is crucial to update and restructure best practice policies for advising and mentoring Latina students in higher education institutions, specifically to include cultural congruity (Castellanos & Gloria, 2007).
A Sense of Belonging lens is used as a guide to reveal how Latin-centered cultural congruity, mentoring, and social support is beneficial for Latina-based practices because they contribute to Latina students feeling positive about their environment, which will enable them to make decisions to persist (Bordes & Arredondo, 2005).
Review of the Literature
This CRL focuses on the Latina student in higher education and the factors they face such as barriers, lack of social capital, cultural congruity, and mentorship in higher education. I will lay out barriers through the lens of CRT and the lens of Social Capital. I will then use a lens of Sense of Belonging along with a lens of psychosociocultural theory to introduce mentoring strategies that will best help higher education institutions to retain and graduate Latina students.
Research Question 1: What are barriers for Latina students in higher education? Do higher education best practices take these barriers into account when addressing, facilitating, and providing social capital for Latina students?
Using a critical race theory lens and a social capital theory lens it is clear that barriers that Latinas face on their academic journey hinders their ability to graduate college and/or continue as an ongoing student. Crisp, Taggart, and Nora (2015) mention that the Latina/o population is the highest ethnic minority group in the nation. It is predicted that “Latina/os will account for half of the population growth, making them one fourth of the total population by 2050” (Crisp, Taggart, & Nora, 2015, p. 249). This will bring higher enrollment rates for Latina students, yet statistics reveal that this population is not graduating or persisting in college. Figures show that while a small percentage are graduating, the growth of the population in comparison to graduation rates do not coincide; there is a gap.
Barriers that hinder graduation for Latina students include low economic status, which places Latina students in poor neighborhoods where they lack the education they need to further their academic careers (Crisp, Taggart, & Nora, 2015). The education they receive leaves them underprepared to handle the academic work required in a college setting. Along with not being prepared, research states that the Latina students will be apprehensive because they do not want to confirm the negative stereotypes placed on them such as, Latinas do poorly in intellectual tests (Crisp, Taggart, & Nora, 2015). Over 27% of Latina/os, live in poverty, and they own less the 10 cents for every dollar in wealth for every dollar owned in white families (Crisp, Taggart, & Nora, 2015). This is a substantial difference in the economic structure and ability to finance better schooling, for preparation of college. The literature also reveals that while Latina students are more likely to receive financial aid such as grants for college, they receive the lowest amount in comparison to any other ethnic group (Crisp, Taggart, & Nora, 2015).
The mismatch between the Latinas’ home and culture is linked to academic struggles.
Latina students are forced to juggle between two worlds, college and their home. This is called a cultural mismatch (Crisp, Taggart, & Nora, 2015); a mismatch between the dominant culture and their own culture. Research hypothesizes that this mismatch contributes to their success or failure in college. Students with culturally aligned spaces feel more a part of and motivated to pursue and finish their academic careers (Crisp, Taggart, & Nora, 2015).
A research report by the Pew research group, states that nearly nine in ten (89%) of young Latina adults identified that a college career is important, however only 48% stated that they had plans to attend (Borderes-Edgar, V., Arredondo, P., Kurpius, S., & Rund, J., 2011). While the importance of a college career is apparent, barriers such as financial status may be a reason that they do not attend (Borderes-Edgar, V., Arredondo, P., Kurpius, S., & Rund, J., 2011). This lack of financial capital is also identifiable with lack of social capital. The Latina students may feel there is no one who can help them navigate through financial concerns and solutions.
Alienation and isolation are barriers that Latinas face as they navigate their way in college. This may make them feel confused in their role as a student and their rights as a student (Bordes, V, & Arredondo, P., 2005). Research has proven that this lack of social capital are predictors in Latina students decision to leave college (Bordes, V, & Arredondo, P., 2005). While these barriers exist, there is also a problem that is, “lack of awareness among the general population that a problem even exists” (Escobedo, T., 1980, p. 7). While Escobedo’s research may be considered outdated, the fact that Latina students are graduating at low rates today says that the research still applies. Escobedo (1980) mentions barriers such as inadequate preparation at all levels, lack of available resources, low levels of family income, lower parent education, stereotypes about abilities and performance, antagonistic attitudes, and lack of a support system.