東華大學圖書館 |

語系: 繁體中文

說明(常見問題)

回圖書館首頁

手機版館藏查詢

登入

回首頁

切換: 標籤 | MARC模式 | ISBD

Effects of traditional versus tactua...

Lister, Dena O. Butterfield.

FindBook

Google Book

Amazon

博客來

Effects of traditional versus tactual and kinesthetic learning-style responsive instructional strategies on Bermudian learning support sixth-grade students' social studies achievement and attitude test scores.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Effects of traditional versus tactual and kinesthetic learning-style responsive instructional strategies on Bermudian learning support sixth-grade students' social studies achievement and attitude test scores./
作者:	Lister, Dena O. Butterfield.
面頁冊數:	110 p.
附註:	Source: Dissertation Abstracts International, Volume: 65-02, Section: A, page: 0466.
Contained By:	Dissertation Abstracts International65-02A.
標題:	Education, Special. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3123906
ISBN:	0496712160

Effects of traditional versus tactual and kinesthetic learning-style responsive instructional strategies on Bermudian learning support sixth-grade students' social studies achievement and attitude test scores.
Lister, Dena O. Butterfield.

Effects of traditional versus tactual and kinesthetic learning-style responsive instructional strategies on Bermudian learning support sixth-grade students' social studies achievement and attitude test scores. - 110 p.

Source: Dissertation Abstracts International, Volume: 65-02, Section: A, page: 0466.

Thesis (Ed.D.)--St. John's University (New York), School of Education and Human Services, 2004.

This researcher investigated the learning-style characteristics of Learning Support Students (LSS) and Regular Education (RED) students in grade six and the effects of traditional versus learning-style responsive instruction on the former's achievement-and attitude-tests scores. The dependent variables for this investigation were standard scores on the Learning-Style Inventory (LSI) (Dunn, Dunn, & Price, 2003); mean-gain scores on the instructional treatments; and scores on the Semantic Differential Scale (SDS) (Pizzo, 1981).

ISBN: 0496712160Subjects--Topical Terms:

606639
Education, Special.

Effects of traditional versus tactual and kinesthetic learning-style responsive instructional strategies on Bermudian learning support sixth-grade students' social studies achievement and attitude test scores.
LDR:03428nmm 2200337 4500 001 1851232
005 20051216110236.5
008 130614s2004 eng d
020 $a 0496712160
035 $a (UnM)AAI3123906
035 $a AAI3123906
040 $a UnM $c UnM
100 1 $a Lister, Dena O. Butterfield. $3 1939127
245 1 0 $a Effects of traditional versus tactual and kinesthetic learning-style responsive instructional strategies on Bermudian learning support sixth-grade students' social studies achievement and attitude test scores.
300 $a 110 p.
500 $a Source: Dissertation Abstracts International, Volume: 65-02, Section: A, page: 0466.
500 $a Mentor: Rita Dunn.
502 $a Thesis (Ed.D.)--St. John's University (New York), School of Education and Human Services, 2004.
520 $a This researcher investigated the learning-style characteristics of Learning Support Students (LSS) and Regular Education (RED) students in grade six and the effects of traditional versus learning-style responsive instruction on the former's achievement-and attitude-tests scores. The dependent variables for this investigation were standard scores on the Learning-Style Inventory (LSI) (Dunn, Dunn, & Price, 2003); mean-gain scores on the instructional treatments; and scores on the Semantic Differential Scale (SDS) (Pizzo, 1981).
520 $a The sample consisted of 93 students of which 74 had consistency scores of 70 or higher on the LSI. A one-way ANOVA revealed significant differences at p < .05 on five of its 21 elements. The LSS were less Motivated than the HA students; less Persistent than the RED and HA students; less Responsible (Conforming) than the RED and HA students; wanted less Structure than the HA students; and wanted closer supervision by those whom they perceived to be Authoritative Figures than the RED students.
520 $a The instructional treatments consisted of Traditional instruction that involved discussions, and worksheets, whereas the Learning-Style responsive instruction consisted of tactual and kinesthetic floor games. A GLM Repeated-Measures design was used to analyze the data. These analyses revealed significant main effect interactions for instructional methods among all four treatments. The within-subject effects were significant F = 67.007, p < .05 with an eta2 = .684, indicating that the results for each part were significantly different from each other. Pairwise comparisons indicated that the LSS students performed significantly better with both Learning-Style instructional treatments than they did with Traditional treatments. The LSS students also produced significantly lower test scores on the second Traditional treatment than on the first Learning-Style treatment, suggesting that this particular Learning-Style instructional approach, rather than Traditional teaching, was a more effective instructional strategy for these students. Furthermore, a One Sample t-test indicated significantly more positive student attitudes on the SDS when they were instructed with a learning-style, rather than a traditional approach (p < .05).
590 $a School code: 1334.
650 4 $a Education, Special. $3 606639
650 4 $a Education, Curriculum and Instruction. $3 576301
650 4 $a Education, Secondary. $3 539262
650 4 $a Education, Social Sciences. $3 1019148
650 4 $a Education, Tests and Measurements. $3 1017589
690 $a 0529
690 $a 0727
690 $a 0533
690 $a 0534
690 $a 0288
710 2 0 $a St. John's University (New York), School of Education and Human Services. $3 1251163
773 0 $t Dissertation Abstracts International $g 65-02A.
790 1 0 $a Dunn, Rita, $e advisor
790 $a 1334
791 $a Ed.D.
792 $a 2004
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3123906