Journal of Education and Learning (EduLear.
Vol.
No.
May 2026, pp.
ISSN: 2089-9823.
DOI: 10.
11591/edulearn.
Demographics and learning styles of adult learners: insights from KolbAos model Soo Kum Yoke1.
Nur Izzah Jamil2.
Siti Noor Dina Ahmad3.
Sayid MaAorifatulloh4.
Mukminatus Zuhriyah4 Academy of Language Studies.
Universiti Teknologi MARA-Rembau Campus.
Rembau.
Malaysia College of Computing.
Informatics and Mathematics.
Universiti Teknologi MARA-Rembau Campus.
Rembau.
Malaysia College of Computing.
Informatics and Mathematics.
Universiti Teknologi MARA-Kuala Pilah Campus.
Kuala Pilah.
Malaysia Department of English Language Education.
Faculty of Education.
Universitas Hasyim AsyAoari.
Jombang.
Indonesia
Article Info
ABSTRACT
Article history:
Adult learners have their own learning styles to acquire information and skills.
Therefore, this survey study was carried out to determine adult learnersAo preferred learning styles based on KolbAos model and how learner learning style and demographic profile are related.
The sample of this study consisted of 39 Indonesian and 32 Malaysian adult learners aged 20 to 54 years old.
The instrument used was KolbAos learning style questionnaire.
The questionnaire answers aimed to ascertain which quadrant the students belong to.
Meanwhile, the chi-square test for independence was used to determine the relationship between adult learning styles and their demographics.
More than half of the participants in this study were found to be reflectors, followed by pragmatists, theorists, and activists.
Adult learning styles were also significantly correlated with nationality and educational attainment.
However, gender and current employment had no significant relationship with adult learning styles.
Expectantly, the results of this present study can be a reference for educators to make learning equally enjoyable and effective for those four types of adult Received Aug 3, 2024 Revised Jul 10, 2025 Accepted Jul 19, 2025 Keywords:
Adult learners Education KolbAos model Learning styles Student demographics This is an open access article under the CC BY-SA license.
Corresponding Author:
Sayid MaAorifatulloh Department of English Language Education.
Faculty of Education.
Universitas Hasyim AsyAoari Tebuireng.
Irian Jaya Street No.
Cukir.
Diwek.
Jombang.
East Java.
Indonesia Email: sayid.
unhasy@gmail.
INTRODUCTION
In the present education landscape, understanding the diverse learning styles of adult learners is paramount to creating effective and inclusive learning environments.
Adult learners bring knowledge, experience, and individual preferences that significantly influence how they engage with and absorb new Unlike conventional students, adults often pursue education while juggling professional commitments, family responsibilities, and personal pursuits.
Therefore, recognizing and addressing the factors that contribute to the learning styles of adult learners is essential for instructors to tailor their approaches to provide a more meaningful learning experience.
By identifying and accommodating different learning styles, educators can enhance the learning experience, improve retention of information, and increase overall engagement and motivation among learners.
However, it is essential to note that the concept of learning styles has been debated among researchers.
Some studies suggest that matching instruction to a studentAos preferred learning style may not necessarily lead to improved learning outcomes .
Therefore, while considering learning styles can be beneficial, it is also important to incorporate various teaching methods .
to cater to diverse learning preferences and promote holistic learning experiences.
Beside the coherent integration of Journal homepage: http://edulearn.
ISSN: 2089-9823
different learning methods, teachersAo guidance and constructive feedback are crucial to maximize the learning outcomes .
The question also arises as to whether adult learning styles are related to the learnersAo demographics such as gender, education level, employment and nationality.
Some studies believe that personal, environmental, and educational factors influence adult learnersAo learning styles.
Understanding these factors is crucial for educators to create effective learning environments and materials.
Kolb .
identified life experiences as a key factor in contributing to the learning styles of adult learners.
An adult learnerAos diverse life experiences can shape his or her learning preferences and approaches.
Rodrigo et al.
further signified that motivation is key for adult learners, as it is a more personal matter and influences their learning To motivate more, it is important to design the learning activities to be relevant to the task, such as by obtaining certification and training .
Adult learners usually have unique needs and expectations that differ from younger students .
Other researchers have found that cognitive and emotional factors are also significant contributors, as individual cognitive and emotional characteristics play a vital role in determining learning styles .
While personal, social, and contextual factors are other important factors .
, the environment is crucial as well .
It is also important for adult learners to develop peer relationships and managing social interactions with peers and instructors .
In sum, studies have shown that it is necessary to understand the different learning styles of learners.
Most studies have focused on studentsAo learning styles.
The present study, however, intends to investigate adult learning styles and their relation to their demographics with insights from KolbAos model of learning styles.
The purpose is to determine adult learnersAo preferred learning styles based on KolbAos model as well as to investigate whether learner style and demographic profile are related.
This study aims to explore adult learning styles and how they relate to demographic factors, using KolbAos learning style model.
The goal is to identify preferred learning styles among adult learners and examine whether learning styles are linked to demographic The novelty of this study lies in its comparative analysis of learning styles among Indonesian and Malaysian adult learners, an area that has received limited attention in previous research.
While KolbAos learning style questionnaire has been widely used, this study uniquely examines how nationality and educational background influence learning preferences in a Southeast Asian context.
Unlike most studies that focus on Western populations, this research provides new insights into cultural and educational factors shaping adult learning styles in Indonesia and Malaysia.
Additionally, the study employs PearsonAos chi-square test with Phi and CramerAos V coefficients to measure the strength of associations, ensuring a more robust statistical analysis.
The findings offer practical implications for educators, helping them design tailored learning approaches based on the backgrounds of the student.
This study contributes to the field by bridging cultural perspectives in learning style research and expanding the applicability of KolbAos model.
LITERATURE REVIEW
Adult learners Adult learners are often limited to those aged 25 and over, after leaving compulsory schooling, they participate in a variety of official, informal, and non-formal education .
According to Knowles et al.
adult learners are self-directed learners with a wealth of knowledge and experience that influence their learning.
They are motivated to learn when they perceive the relevance of applying the knowledge and skills they acquire.
In other words, they become responsive to the practical implications of their learning.
Adult learners are generally more self-directed, independent, and motivated than traditional learners .
They may typically have family and work responsibilities that impact their learning experience.
They may also be known by the terms Aumature learnersAy or Aunon-traditional learnersAy.
Adult learners have diverse learning preferences and styles including visual, auditory, reading/writing, and kinesthetic modes of learning .
Adult learners may have a preference for one or more of these modalities when it comes to acquiring and processing information.
Educators must recognize that adult learners learn in diverse ways.
As adult learners, they have to manage their time and study pace while balancing other responsibilities .
By recognizing and accommodating these preferences, educators can create a more inclusive and effective learning environment that caters to the diverse needs of adult learners.
This approach can enhance engagement, comprehension, and retention of information, leading to a more successful learning experience for adult learners in various educational settings.
In addition, educators need to design learning activities that facilitate application to real-world contexts .
Adult learning styles Adult learners have various learning styles, influencing how they receive and process information.
According to Amponsah .
, adult learners in higher education have three dominant learning styles:
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pragmatist, reflector, and theorist.
As identified by Amponsah .
, the pragmatist learning style refers to individuals who prefer to focus on the practical application of concepts and theories.
Pragmatist learners are oriented toward problem-solving and seeking learning experiences directly related to real-world applications.
This learning style, therefore, connects learner experiences to practical outcomes.
A preference for reflective observation and meticulous data analysis characterizes the reflector learning style.
Reflectors weigh their options, observe, listen, and act when they know themselves.
They are thoughtful, process-oriented, and often seek evidence to validate their conclusions.
In other words, they are motivated by reflective activities to gather and analyze information before making decisions or taking action .
One of the most established learning style models is KolbAos learning cycle, introduced by David Kolb KolbAos learning cycle is a theory that describes how individuals learn and process information.
The theory describes learning as a cyclical process that involves four stages: concrete experience, reflective observation, abstract conceptualization, and active experimentation.
Learners normally have a preferred learning style based on their choice of these 4 learning modes .
Understanding KolbAos learning styles is crucial for enhancing teaching effectiveness, improving learner engagement and outcomes, and fostering a more inclusive and adaptive learning environment .
There are four learning styles based on KolbAos learning style cycle: diverging, assimilating, converging, and accommodating, as shown in Figure 1.
The diverging style involves feeling and watching.
The assimilating style involves watching and thinking.
The converging style involves doing and thinking.
The accommodating style involves doing and feeling.
These learning styles are assessed by the Kolb learning style inventory (LSI), which classifies learners into one of the four learning styles based on their relative preference for the 4 learning From this, nine distinct learning style patterns have been observed: experiencing, diverging, reflecting, assimilating, thinking, converging, acting, accommodating, and balancing .
, .
Figure 1.
KolbAos learning style theory .
dapted from .
) The 9 learning styles depicted in Figure 2 are based on individualsAo relative preferences for the 4 modes of the learning cycle in experiential learning theory: concrete experience, reflective observation, abstract conceptualization, and active experimentation .
These learning styles represent different preferences and approaches individuals may have toward learning and processing information.
The impact of learning styles on learnersAo outcomes can vary based on individual preferences and the learning environment.
The impact of learning styles on learnersAo outcomes is significant and varied.
Individuals with different learning styles, such as experiencing, reflecting, thinking, acting, diverging, assimilating, converging, accommodating, and balancing, exhibit unique preferences and tendencies in the learning process.
For example, learners with an experiencing style excel in hands-on activities but may struggle with organization, while those with a reflecting style possess a deep understanding of concepts but may face challenges in translating plans into action.
Similarly, individuals with a thinking style are skilled at developing conceptual models but may prefer working alone, whereas those with an acting style excel in practical tasks but may have difficulties in reflection.
Understanding and accommodating these diverse learning styles can help individuals leverage their strengths and address potential challenges, ultimately influencing their learning outcomes .
Therefore, assessing studentsAo learning styles is crucial to optimize teaching strategies and improve educational Demographics and learning styles of adult learners: insights from KolbAos model (Soo Kum Yok.
A ISSN: 2089-9823 Overall, acknowledging and incorporating learning styles into educational practices can lead to a more inclusive and effective learning experience for students .
, .
, leading to positive learning outcomes for both students and instructors .
Figure 2.
The 9 learning styles and the 4 dialectics of the learning cycle .
dapted from Kolb .
) Adult learnersAo learning style preferences Several studies have been found on the importance of adult learning style preference.
Golightly .
studied the importance of learning style preferences for preservice geography teachers in self-directed learning (SDL).
The study suggested that geography educators should understand and accommodate diverse learning styles to support preservice teachers in developing effective SDL skills.
By implementing inclusive teaching strategies and promoting SDL opportunities, geography lecturers can enhance the learning experiences of preservice geography teachers.
Amponsah .
investigated adult learners in a diploma program and found that the levels of education, gender, or ethnicity did not influence adult learning styles.
Padmalatha et al.
examined the influence of learning styles on the learning outcomes of first-year medical students, and found that there were possible relations between learning styles and learning outcomes.
Lee and Desjardins .
highlighted the relationship between social origins and adult learning and education (ALE) participation, shedding light on the disparities and advantages that exist in ALE across different countries and social contexts.
In effect, practical application of KolbAos experiential learning theory has led to significantly higher course evaluation scores compared to traditional training methods .
The study on clinical nurses suggests that incorporating KolbAos experiential learning theory can enhance studentsAo theoretical knowledge, operational skills, and subjective initiative, ultimately improving the overall effectiveness of the training program.
Toyama and Yamazaki .
explored how the alignment of learning and teaching styles can impact student proficiency and motivation in learning English as a foreign language.
The study emphasized the importance of teachersAo instructional strategies and studentsAo learning preferences to improve student outcomes in EFL courses.
Using KolbAos theory of experiential learning.
Srivastava and Shah .
explored studentsAo learning styles in the context of business education.
They found that instructors can establish a more inclusive and effective learning environment that meets the varied requirements of students by matching pedagogical tools with learning This alignment enhances engagement, and personalization, and ultimately led to improved learning effectiveness in business education.
Kolb stated that adult learners, benefit from learning approaches that combine work and study, theory and practice, as they offer a more comfortable and effective learning environment .
Factors that contribute to learning styles Many factors can contribute to adult learning styles and influence their learning process.
Physical, emotional, social, and environmental factors may significantly affect a learnerAos learning style .
, .
Kolb listed factors such as personality type and habit, which evolve with time and experience .
, .
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Abante et al.
categorized the factors into 2 specific factors: internal and external factors.
Internal factors include physical and psychological factors.
Physical factors include health defects and body senses that can compromise learning.
Psychological factors, on the other hand, include maturity, readiness, interest, intelligence, attention, and motivation.
External factors deal with family and the environment outside the individual learner .
Family support is very important in influencing a personAos learning style.
Family relationships, household atmosphere, financial status, and responsibilities can affect learning styles.
Besides that, environmental factors can also contribute to a personAos learning style.
These include the community, the mass media, social friends, and work situations.
Furthermore, individualsAo learning styles are also influenced by a variety of factors, including cognitive abilities, personality traits, prior knowledge and experiences, cultural background, motivation and interests, sensory preferences, and instructional methods .
They come from a diverse range of backgrounds, learning styles, motivations, needs, interests, and goals, making them more heterogeneous compared to younger learners .
Cognitive abilities, such as memory and attention, play a role in how individuals prefer to process information, while personality traits like openness and conscientiousness can impact learning approaches.
Previous experiences and background shape learning preferences .
, and motivation and interests can affect engagement with educational material.
Sensory preferences, such as visual or auditory, also influence how individuals best retain information.
Additionally, the instructional methods used by educators can impact studentsAo learning styles, highlighting the importance of considering diverse factors to create inclusive learning environments that cater to varied preferences and optimize learning outcomes for all individuals.
METHOD
This study employs convenience sampling, a non-probability sampling method where participants are selected based on their easy accessibility to the researcher.
Specifically, participants were chosen from a group readily available and willing to participate, rather than through a random selection process.
This method is advantageous due to its cost effectiveness, allowing for data collection within a constrained time frame and However, it is important to acknowledge that convenience sampling may introduce biases, as the sample may not fully represent the population, which could affect the generalizability of the studyAos findings.
The sample of 71 consisted of 39 Indonesian and 32 Malaysian adult learners from various educational levels, employment, and gender.
According to RoscoeAos thumb rule, a sample size between 30 to 500 is generally considered appropriate for most research studies .
He suggested that in studies involving subgroup comparisons, such as in this study, comparison between Malaysian and Indonesian learners, a minimum of 30 respondents per group is advisable.
This recommendation is based on the central limit theorem (CLT), which states that the distribution of sample means tends toward normality as sample size increases.
Although the sample size of 71 in this study meets RoscoeAos minimum adequacy threshold, it is relatively modest and may limit the identification of complex relationships across demographic variables .
A smaller sample size reduces statistical power and limits the generalizability of the findings.
Therefore, the findings of this study should be interpreted as relevant solely to the sample involved.
Future research should aim to include larger and more diverse samples to improve the reliability and external validity of the findings.
The primary data used for this study was collected online among adult learners.
The research instrument used was KolbAos learning style questionnaire, introduced in the 1970s by David Kolb .
There are 4 types of learners: activists, theorist, reflectors, and pragmatists.
The study included 80 questions, with the predominant answer determining the learnersAo quadrant .
Educators could use this to evaluate the learning provision typically available to students and to develop more appropriate learning opportunities.
A frequency table was used to emphasize the preliminary analysis of the demographic profile of adult Next, the chi-square test for independence, also called PearsonAos chi-square test, is used to discover if there is a relationship between 2 categorical variables.
The 2 variables must include 2 or more categorical, independent categories and be measured at an ordinal or nominal level.
The specific aim of this study is to determine how learner style and demographic profile are related.
This statistical method is suitable for determining the presence of a relationship between 2 categorical variables, which aligns with the studyAos objective .
RESULTS AND DISCUSSION
The sample consists of a higher percentage of female participants .
6%) compared to male participants .
4%).
This distribution shows that females are the majority in this study.
The majority of participants have either a bachelorAos degree .
8%) or a masterAos degree .
0%), indicating a relatively high educational attainment within the sample.
Only a small percentage have lower levels of education, such as primary or secondary education.
A significant majority of participants are currently employed .
2%), while a smaller portion are students .
8%).
This reflects the sampleAos predominant professional status.
The sample Demographics and learning styles of adult learners: insights from KolbAos model (Soo Kum Yok.
A ISSN: 2089-9823 is slightly more diverse with a higher proportion of Indonesian participants .
9%) compared to Malaysian participants .
1%).
This indicates that the study includes a slightly higher number of individuals from Indonesia, respectively as indicated in Table 1.
Table 1.
Demographic profile of adult learners Demographic Gender Education level Current employment Nationality Category Male Female Primary Secondary Diploma Bachelor degree Master degree PhD Employed Student Malaysian Indonesian Frequency Percentage (%) Table 2 indicates the findings of the dominant learning style of adult learners in this study.
This study found that activists, who are characterized by a preference for learning through action and hands-on experience, are very minimal in this sample, with only 1 participant out of the total.
Pragmatists, who prefer learning through practical application and solving problems in real-world scenarios, make up a moderate portion of the At 16.
9%, they are the second most common learning style in this dataset.
Reflectors, who tend to learn best by observing, thinking, and reflecting on their experiences, represent the largest group in the sample, accounting for 69% of participants.
This dominant presence indicates that a majority of the sample prefers to observe and reflect on their experiences of learning.
Theorists, who like to learn by understanding theories, concepts, and abstract ideas, are represented by 12.
7% of the sample.
This is a relatively small proportion compared to reflectors but larger than activists.
PearsonAos chi-square test was employed to explore the relationships between learning styles and several demographic factors.
The categorical variables analyzed include learning styles that are classified into categories such as activists, pragmatists, reflectors, and theorists and demographic profiles such as nationality, education level, gender, and current employment status.
Specifically, the test examines whether the distribution of different learning styles is significantly associated across different nationalities, educational attainment, gender-based and their current employment influence their learning preferences.
The following subsections provide a detailed explanation of Table 3, outlining the results and interpretations.
Table 2.
Dominant learning styles of adult learners Category Activists Pragmatists Reflectors Theorist Frequency Percentage (%) Table 3.
PearsonAos chi-square, phi, and CramerAos V test between learning styles and demographic factors Demographic Nationality PearsonAos chi-square Value Education level Gender Current employment Symmetric measures Test Value Phi CramerAos V 0.
Phi CramerAos V 0.
Phi CramerAos V 0.
Phi CramerAos V 0.
The relationship between nationality and learning styles Referring Table 3, this study found a statistically significant association exists between nationality and learning styles (X2=9.
019, p=0.
029<0.
Given that the p-value is less than the 0.
05 significance level.
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this means that there is a statistically significant relationship between these two variables.
To further understand the strength of the association between nationality and learning styles, this study uses two additional measures of Phi and CramerAos V.
Phi and CramerAos V ranges from 0 to 1, where values closer to 1 indicate a stronger A value of 0.
356 indicates a moderate effect size, meaning there is a meaningful, though not very strong association between the variables.
To aid in interpreting these results, a cluster bar chart is used, as shown in Figure 3.
This visualization provides a clear depiction of how learning styles are distributed across different nationalities.
Figure 3.
Cluster bar chart of nationality and learning styles None of the Indonesian adult learners in this study identified as activists, as in Figure 3.
The absence of activists among Indonesian respondents suggests that these learners generally do not favor learning through active challenges or direct engagement .
In contrast, there are a few Malaysian adult learners who do identify as activists.
Although the number is small, the presence of activists among Malaysian respondentsAo highlights that a subset of this group enjoys and seeks out challenges in their learning experiences.
However, the reflector learning style is prevalent among adult learners from both Indonesia and Malaysia.
This shared preference suggests that a substantial portion of the study population values a reflective and deliberate approach to learning.
Educators and researchers should consider these insights when developing and delivering educational materials, ensuring that they align with more analytical pace preferred by reflectors.
By tailoring educational practices to these preferences, it is possible to enhance learning effectiveness and engagement for these learners .
The relationship between education level and learning styles Table 3 indicates a statistically significant association between education level and learning styles, with a chi-square statistic of X2=26.
588, p=0.
032<0.
Since the p-value is less than the 0.
05 significance level, reject the null hypothesis which therefore suggests that there is no relationship between education level and learning styles.
This confirms that different educational levels are associated with variations of individuals learning styles.
To understand the strength of the relationship between education level and learning styles, this study uses 2 measures of Phi and CramerAos V.
A Phi coefficient of 0.
612 is relatively high and CramerAos V value of 0.
353 reinforces the idea of a moderate association, both supporting the conclusion that educational attainment influences learning style preferences.
The significant association between education level and learning styles suggests that educational attainment plays a role in shaping learning preferences.
For instance, individuals with higher levels of education might show different learning preferences compared to those with lower educational backgrounds.
Figure 4 visually represents the distribution of learning styles across various education levels.
The cluster bar chart allows for an easy comparison of how different learning styles are distributed among individuals with different educational qualifications.
Figure 4 indicates that the majority of adult learners identify with the reflector learning style.
Reflectors are characterized by their preference for a thoughtful and observational approach to learning.
The high prevalence of the reflector learning style among adult learners underscores the importance of incorporating reflective practices into educational settings.
Demographics and learning styles of adult learners: insights from KolbAos model (Soo Kum Yok.
A ISSN: 2089-9823 Figure 4.
Cluster bar chart of education level and learning styles The activist learning style is observed among adult learners who hold a bachelorAos degree.
This finding suggests that among the adult learners with a bachelorAos degree, there is a subset that prefers an activist learning Although the number of these learners identifying as activists is relatively small, their presence is Activists often experience boredom with the same implementation or routine, preferring instead a more dynamic and varied approach to learning.
This learning style is characterized by a lower tolerance for repetitive or monotonous tasks .
The data reveals that adult learners holding a masterAos degree predominantly identify with the pragmatist learning style.
Pragmatists are characterized by their preference for practical, hands-on approaches to learning, where these students actively engage with and apply concepts to real-world situations.
However, these students will do nothing when no guidelines are available .
A key trait of pragmatist learners is their need for clear guidelines and structured models.
The data also shows that adult learners with a PhD and master degree align with the theorist learning style.
Theorists are characterized by their preference for structured, theoretical approaches to learning and problem-solving.
The preference for the theorist learning style among adult learners with a PhD highlights their focus on understanding and applying theoretical principles.
These learners prefer structured, theory-based approaches to learning and problem-solving, often approaching tasks in a systematic and step-by-step manner.
The relationship between gender and learning styles From Table 3.
PearsonAos chi-square test was used to investigate the association between gender and learning styles, showing a chi-square statistic of X2=0.
972, p=0.
808>0.
This result indicates that gender does not significantly associate learning style preferences among the sample studied.
Based on this data, men and women exhibit similar patterns in their preferred learning styles.
Both the Phi coefficient and CramerAos V have resulted in a value of 0.
This value is relatively low on the 0 to 1 scale.
It indicates a weak correlation between the variables.
The relationship between current employment and learning styles From Table 3, the PearsonAos chi-square test was used to examine the relationship between current employment status whether individuals are employed or students and their learning styles.
The test indicates a chi-square statistic of X2=1.
399, p=0.
706>0.
The p-value of 0.
706 is greater than the conventional significance level of 0.
This indicates that the result is not significantly associate.
In other words, there is no substantial evidence to suggest that current employment status has an effect on learning style preferences.
The Phi coefficient showed a value of 0.
This low value indicates a very weak correlation between current employment status and learning styles.
A Phi value close to 0 suggests that there is minimal to no association between the variables.
The value of CramerAos V in this case is also 0.
140, reinforcing the conclusion from the Phi coefficient.
A CramerAos V value of 0.
140 confirms that the relationship between current employment status and learning styles is very weak.
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CONCLUSION
This study found a significant relationship between nationality and adult learning styles, suggesting that cultural, educational, and contextual factors influence learning preferences.
Different cultures may emphasize distinct learning approaches, affecting how individuals engage with educational content.
Additionally, education level was also significantly associated with learning styles, indicating that individuals with higher academic attainment tend to favor theoretical approaches, while those with lower educational backgrounds may prefer practical, hands-on learning.
However, no significant relationship was found between gender or employment status and learning styles, implying that these factors do not substantially influence how individuals learn.
Given these findings, educators should tailor teaching methods based on learnersAo national and educational backgrounds to enhance adult learning experiences.
Future studies should explore the applicability of these results across diverse cultural contexts, utilize larger samples for greater validity, and conduct longitudinal research to assess whether learning style preferences remain consistent over time.
ACKNOWLEDGEMENTS
This paper is in acknowledgement of the contribution of Universitas Hasyim AsyAoari Indonesia, and Universiti Teknologi MARA Cawangan Negeri Sembilan Malaysia as collaborators through a Memorandum of Understanding between the 2 institutions.
FUNDING INFORMATION
Authors state no funding involved.
AUTHOR CONTRIBUTIONS STATEMENT
This journal uses the Contributor Roles Taxonomy (CRediT) to recognize individual author contributions, reduce authorship disputes, and facilitate collaboration.
Name of Author Soo Kum Yoke Nur Izzah Jamil Siti Noor Dina Ahmad Sayid MaAorifatulloh Mukminatus Zuhriyah C : Conceptualization M : Methodology So : Software Va : Validation Fo : Formal analysis ue ue ue ue ue ue ue ue ue ue ue ue ue ue ue ue ue I : Investigation R : Resources D : Data Curation O : Writing - Original Draft E : Writing - Review & Editing ue ue ue ue ue ue ue ue ue ue ue ue Vi : Visualization Su : Supervision P : Project administration Fu : Funding acquisition CONFLICT OF INTEREST STATEMENT The authors declare no known competing financial interests, personal relationships, or professional affiliations that could have influenced the work reported in this paper.
Furthermore, no non-financial competing interests, such as academic, intellectual, or personal influences, have affected the integrity of this research.
Authors state no conflict of interest.
INFORMED CONSENT
This study obtained informed consent from all respondents involved.
Participation was voluntary, and respondents were fully informed about the purpose of the research, their rights, and the confidentiality of their No sensitive or medical data were collected, as this research is strictly social in nature.
ETHICAL APPROVAL
This social research followed all relevant national regulations and institutional policies.
It was approved by the appropriate review board and conducted in accordance with ethical guidelines.
Demographics and learning styles of adult learners: insights from KolbAos model (Soo Kum Yok.
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DATA AVAILABILITY
The data that supports the findings of this study are available from the corresponding author, [SM], upon reasonable request.
REFERENCES