東華大學圖書館 |

Language: English

Help

回圖書館首頁

手機版館藏查詢

Back

Switch To: Labeled | MARC Mode | ISBD

Learning Style Preference and Studen...

Caswell, Donna.

Linked to FindBook

Google Book

Amazon

博客來

Learning Style Preference and Student Achievement.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Learning Style Preference and Student Achievement./
Author:	Caswell, Donna.
Published:	Ann Arbor : ProQuest Dissertations & Theses, : 2016,
Description:	149 p.
Notes:	Source: Dissertation Abstracts International, Volume: 78-05(E), Section: A.
Contained By:	Dissertation Abstracts International78-05A(E).
Subject:	Education. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10196153
ISBN:	9781369342772

Learning Style Preference and Student Achievement.
Caswell, Donna.

Learning Style Preference and Student Achievement. - Ann Arbor : ProQuest Dissertations & Theses, 2016 - 149 p.

Source: Dissertation Abstracts International, Volume: 78-05(E), Section: A.

Thesis (Ph.D.)--Grand Canyon University, 2016.

This nonexperimental, causal-comparative study investigated how the Preliminary Scholastic Aptitude Test (PSAT) mathematics scores differ by dominant learning style preference as identified by the Kolb learning style inventory, version 3 (LSI3). An additional focus was to identify whether variations in PSAT math scores exist as a function of learning style and gender. The Friedman test indicated there was a statistically significant difference between the type of learning style and the PSAT score (chi2 (1) = 54.000, p =.000). The post hoc analysis showed that the observed differences between learning style preferences and mean PSAT math scores were significant. Thus the null hypothesis was rejected and it was assumed that high mean PSAT math scores were associated with certain learning styles (z = 6.396, p < .001). The contrasts between PSAT math scores and learning styles (Z = -6.396, p = .000, r = -.87), PSAT math scores and gender (Z = -6.395, p = .000, r = -.87), and gender and learning style (Z = -5.965, p = .000, r = -.81) were found to be statistically significant. In both cases, the statistically significant contrasts indicated that the high PSAT math score means were more significant between learning style preference and gender than between PSAT math score mean and gender. The conclusions of the research discussed the rationale for the identification of learning style preferences, achievement on standardized test measures, and how educators can enhance student performance through the use of flex style learning to understand students' cognitive strengths and weaknesses.

ISBN: 9781369342772Subjects--Topical Terms:

516579
Education.

Learning Style Preference and Student Achievement.
LDR:02512nmm a2200301 4500 001 2119971
005 20170627090656.5
008 180830s2016 ||||||||||||||||| ||eng d
020 $a 9781369342772
035 $a (MiAaPQ)AAI10196153
035 $a AAI10196153
040 $a MiAaPQ $c MiAaPQ
100 1 $a Caswell, Donna. $3 3281872
245 1 0 $a Learning Style Preference and Student Achievement.
260 1 $a Ann Arbor : $b ProQuest Dissertations & Theses, $c 2016
300 $a 149 p.
500 $a Source: Dissertation Abstracts International, Volume: 78-05(E), Section: A.
500 $a Adviser: Maja Miskovic.
502 $a Thesis (Ph.D.)--Grand Canyon University, 2016.
520 $a This nonexperimental, causal-comparative study investigated how the Preliminary Scholastic Aptitude Test (PSAT) mathematics scores differ by dominant learning style preference as identified by the Kolb learning style inventory, version 3 (LSI3). An additional focus was to identify whether variations in PSAT math scores exist as a function of learning style and gender. The Friedman test indicated there was a statistically significant difference between the type of learning style and the PSAT score (chi2 (1) = 54.000, p =.000). The post hoc analysis showed that the observed differences between learning style preferences and mean PSAT math scores were significant. Thus the null hypothesis was rejected and it was assumed that high mean PSAT math scores were associated with certain learning styles (z = 6.396, p < .001). The contrasts between PSAT math scores and learning styles (Z = -6.396, p = .000, r = -.87), PSAT math scores and gender (Z = -6.395, p = .000, r = -.87), and gender and learning style (Z = -5.965, p = .000, r = -.81) were found to be statistically significant. In both cases, the statistically significant contrasts indicated that the high PSAT math score means were more significant between learning style preference and gender than between PSAT math score mean and gender. The conclusions of the research discussed the rationale for the identification of learning style preferences, achievement on standardized test measures, and how educators can enhance student performance through the use of flex style learning to understand students' cognitive strengths and weaknesses.
590 $a School code: 1582.
650 4 $a Education. $3 516579
650 4 $a Educational tests & measurements. $3 3168483
650 4 $a Psychology. $3 519075
690 $a 0515
690 $a 0288
690 $a 0621
710 2 $a Grand Canyon University. $b Psychology. $3 3281873
773 0 $t Dissertation Abstracts International $g 78-05A(E).
790 $a 1582
791 $a Ph.D.
792 $a 2016
793 $a English
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10196153