Abstract—This research aimed to 1) study the learning style
of the students, 2) study the media using of the students, 3) study
the relationship between the learning style and media using.
The 191 samples were undergraduate students from the faculty
of Education, Ramkhamhaeng University who were studying in
the first semester of 2017 academic year, derived from volunteer
sampling. The research instruments were questionnaire on media
using, and perceptual learning style preference questionnaire
(PLSPQ). The data was statistically analyzed by percentage,
mean ( x ), standard deviation (S.D.), t-test for independent
samples, and Pearson’s correlation coefficient. The research
findings were that 1. Three ranks of learning styles of
undergraduate students of Ramkhamhaeng University were 1)
Kinesthetic Major Learning Style Preference (KLS) ( x = 4.08,
S.D.= 0.56) 2) Auditory Major Learning Style Preference (ALS)
( x = 4.06, S.D.= 0.52), and 3) Group Major Learning Style
Preference (GLS) ( x = 4.06, S.D.= 0.65) respectively. 2. Three
most favorite media using of undergraduate students of
Ramkhamhaeng University were 1) lecturing of the professors
( x = 4.30, S.D.= 0.73), 2) printed media, textbooks, and
documents ( x = 4.17, S.D.= 0.76), and 3) PowerPoint
presentation ( x = 4.16, S.D.= 0.82). 3. The relationship between
the learning styles of Ramkhamhaeng University undergraduate
students was that visual learning style (VLS), tactile learning
style (TLS), individual learning style (ILS), ALS, KLS, and GLS
significantly related to all types of media using at the level of .01,
and individual learning style (ILS) had no relationship to the
lecturing of professors.
Index Terms—Learning styles, instructional media, PLSPQ.
S. Insaard is with the Department of Educational Technology, Faculty of
Education, Ramkhamhaeng University, Bangkapi, Thailand (e-mail:
dr.sayamon@gmail.com).
Cite: Sayamon Insaard, "The 21st Century Instruction: The Relationship between Learning Style and Media Using," International Journal of Information and Education Technology vol. 8, no. 8, pp. 582-586, 2018.