A Systematic Review: The Relationship between Learning Styles and Creative Thinking Skills
Bibliographic record
Abstract
Creative thinking skills have become necessary and desirable competency for any professional. Learning styles are a reflection of the habitual behavior determining distinct preferences in a given learning situation. Evidence has suggested that there is a kind of relationship between these two variables. However, existing research on this has been rather minimal. It is worth noting that systematic review is used in this study for the exploration and determination of the relationship between learning styles and creative thinking skills. Five electronic databases were applied with a focus on studies that focused on the relationship between learning styles and creative thinking skills. Seven studies were finally included. Four key themes explain the results: Evolution of Creative Thinking in Academic Progress, Main Learning Styles, Learning Styles and Student Achievement, and Learning Styles and Creative Thinking Skills Correlation. The conclusion reached was comparative studies were able to illuminate on the existing relationship between learning styles and creative thinking skills. Nonetheless, more research needs to be carried out to determine the extent of this relationship or rather to enhance its significance.
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How this classification was reachedexpand
Full frame machine prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. The Gemma side is a direct model label for every work in the frame, read from the title-only record. The Codex side is a classifier learned from the 10,348 direct Codex labels and calibrated to design-weighted sample rates; fields without enough sample support carry no Codex call. Candidate is the union of the two sides; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels.
Distilled classifier scores by category (both heads)
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.019 | 0.109 |
| Meta-epidemiology (narrow) | 0.001 | 0.001 |
| Meta-epidemiology (broad) | 0.007 | 0.006 |
| Bibliometrics | 0.019 | 0.021 |
| Science and technology studies | 0.001 | 0.001 |
| Scholarly communication | 0.004 | 0.004 |
| Open science | 0.002 | 0.002 |
| Research integrity | 0.002 | 0.001 |
| Insufficient payload (model declined to judge) | 0.004 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one source (direct Gemma or distilled Codex), not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".