Literaturnachweis - Detailanzeige
| Autor/inn/en | Smith, Douglas K.; Holliday, Peter J. |
|---|---|
| Titel | Learning Style and Academic Achievement in Fourth, Fifth and Sixth Grade Students. |
| Quelle | (1986), (19 Seiten)
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| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Monographie |
| Schlagwörter | Academic Achievement; Classroom Environment; Cognitive Measurement; Cognitive Style; Environmental Influences; Individual Differences; Intermediate Grades; Learning Processes; Physical Environment; Psychological Characteristics; Social Influences; Learning Style Inventory |
| Abstract | The study investigates differences in learning styles as measured by the Learning Style Inventory (LSI), an instrument designed to identify sociological, emotional, environmental, and physiological factors that form an individual's learning style. The subjects for the study were a sample of fourth-, fifth-, and sixth-graders in a midwestern elementary school. The students were divided into three groups according to their achievement scores on the Iowa Test of Basic Skills. A series of one-way analyses of variance was conducted with scores on the LSI as the dependent variables and achievement category as the independent variables. Post hoc comparisons were completed as needed using the protected t-test. The findings support the previous findings that students do manifest significant variations in how they prefer to learn in a classroom setting. The average achievers did not display a significant preference for a particular learning style, while the high and low achievers did. The high achievers were more independent and motivated than other students, and they indicated significantly fewer physical needs than the others. No significant differences were indicated for global factors of sociological needs, emotionality and immediate environment. Based on the results of this study, teaching strategies could be developed to potentially enhance learning of the different achievement groups. (JAZ) |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
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