The research purpose was to investigate the differences between learning preferences (i.e., Active-Reflective, Sensing-Intuitive, Visual-Verbal, and Sequential-Global) determined by the Index of Learning Style and gender (i.e., Male and Female) in regards to standardized achievement multiple-choice test performance determined by the Illinois Nurse Aide Competency Examination (INACE), i.e., overall INACE performance and INACE performance based on six duty areas (i.e., communicating information, performing basic nursing skills, performing personal care, performing basic restorative skills, providing mental health-services, and providing for resident’s rights) of nurse aide students. The study explored the relationship between variables using a non-experimental, comparative and descriptive approach. The nurse aide students who completed the Illinois approved Basic Nurse Aide Training (BNAT) and 21-mandated skills assessment and were ready to take the Illinois Nurse Aide Competency Examination (INACE) in the month of October 2018 and December 2018 at various community colleges across the state of Illinois were the participants of the study. A sample of 800 nurse aide students were selected through stratified (north, central, and south) random sampling out of which N = 472 participated in the study representing the actual sample.

Learning style preferences play a significant role during the learning and teaching process. Therefore, a multitude of researchers have developed different models to accommodate students’ various learning styles. Those models share the same goal of trying to classify a particular students’ learning style and to provide an overview of better teaching strategies for educators. This paper presents a research study based on a survey that investigates the learning style preferences of computer network vocational senior secondary school students in Yogyakarta Province, Indonesia. This survey uses the Index of Learning Styles (ILS) questionnaire developed by Felder and Solomon. In total, 162 data sets from five different schools in five different areas were collected in order to represent the Yogyakarta Province. The findings from the study show that students participating in computer network vocational training preferred active (82.66%), sensing (67.66%), visual (83.83%), and sequential (52.44%) learning styles. Students most strongly prefer visual and least favor verbal (16.17%). Identifying learning styles can benefit teachers as they customize teaching methods and can maximize the learning and teaching process.

Learning style preferences play a significant role during the learning and teaching process. Therefore, a multitude of researchers have developed different models to accommodate students’ various learning styles. Those models share the same goal of trying to classify a particular students’ learning style and to provide an overview of better teaching strategies for educators. This paper presents a research study based on a survey that investigates the learning style preferences of computer network vocational senior secondary school students in Yogyakarta Province, Indonesia. This survey uses the Index of Learning Styles (ILS) questionnaire developed by Felder and Solomon. In total, 162 data sets from five different schools in five different areas were collected in order to represent the Yogyakarta Province. The findings from the study show that students participating in computer network vocational training preferred active (82.66%), sensing (67.66%), visual (83.83%), and sequential (52.44%) learning styles. Students most strongly prefer visual and least favor verbal (16.17%). Identifying learning styles can benefit teachers as they customize teaching methods and can maximize the learning and teaching process.