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A meta-analysis of experimental research studies based on the Dunn and Dunn Learning -Style Model.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	A meta-analysis of experimental research studies based on the Dunn and Dunn Learning -Style Model./
作者:	Lovelace, Maryann Kiely.
出版者:	Ann Arbor : ProQuest Dissertations & Theses, : 2002,
面頁冊數:	177 p.
附註:	Source: Dissertations Abstracts International, Volume: 64-05, Section: A.
Contained By:	Dissertations Abstracts International64-05A.
標題:	Curricula. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3056486
ISBN:	9780493715551

A meta-analysis of experimental research studies based on the Dunn and Dunn Learning -Style Model.
Lovelace, Maryann Kiely.

A meta-analysis of experimental research studies based on the Dunn and Dunn Learning -Style Model. - Ann Arbor : ProQuest Dissertations & Theses, 2002 - 177 p.

Source: Dissertations Abstracts International, Volume: 64-05, Section: A.

Thesis (Ed.D.)--St. John's University (New York), 2002.

This item must not be sold to any third party vendors.

The purpose of this investigator was to conduct a quantitative synthesis of experimental studies in which this model had been utilized between 1980 and 2000. Of the 695 different citations elicited by the database and reference-section searches, 76 original research investigations met the established inclusion criteria. A total of 7196 participants from these experimental research investigations provided 168 individual effect sizes for this meta-analysis. Data from these investigations were collected, coded, and summarized. The mean effect-size values for students' achievement and attitudes calculated and interpreted by this meta-analysis provided evidence for increased achievement and improved attitudes when responsive instruction was provided for diagnosed learning-style preferences. Not enough data were available to calculate mean-effect size values for behavior. Three tests determined the heterogeneity of the included investigations. Therefore, independent variables that impacted upon effect sizes were examined using both inductive and deductive moderator searches. No significant difference was found between subset categories of twelve of seventeen independent variables for achievement or for sixteen of seventeen variables for attitude. Therefore, there were a total of six moderating variables. No publication bias was revealed by correlations between sample sizes and effect sizes and the calculation of a Fail Safe N statistic. Finally, the current investigation and the previous meta-analysis conducted by Sullivan (1993) and reported in the Journal of Educational Research (Dunn, Griggs, Olson, Gorman & Beasley, 1995) and the National Forum of Applied Educational Research Journal (Sullivan, 1996-7) were compared. The mean effect size results for achievement from the current and the previous meta-analysis were consistent or robust. Therefore, it can be strongly suggested that learning-styles responsive instruction would increase the achievement and improve the attitudes toward learning of all students. Although authors of both studies revealed heterogeneous findings, there were indications that the data were less variable in this investigation and fewer moderating variables were revealed. In summary, although several moderating variables influenced the outcome, the results of this investigation overwhelmingly supported the position that matching students' learning style preferences with complementary instruction improved both academic achievement and student attitudes toward learning. According to Cohen's (1977, 1988, 1992) definitions, all averages for r and d effect sizes for both the previous and the present meta-analysis were medium to large. The Dunn and Dunn Learning Style Model had a robust medium to large effect that was both practically and educationally significant.

ISBN: 9780493715551Subjects--Topical Terms:

3422445
Curricula.
Subjects--Index Terms:

Dunn and Dunn Learning-Style Model

A meta-analysis of experimental research studies based on the Dunn and Dunn Learning -Style Model.
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520 $a The purpose of this investigator was to conduct a quantitative synthesis of experimental studies in which this model had been utilized between 1980 and 2000. Of the 695 different citations elicited by the database and reference-section searches, 76 original research investigations met the established inclusion criteria. A total of 7196 participants from these experimental research investigations provided 168 individual effect sizes for this meta-analysis. Data from these investigations were collected, coded, and summarized. The mean effect-size values for students' achievement and attitudes calculated and interpreted by this meta-analysis provided evidence for increased achievement and improved attitudes when responsive instruction was provided for diagnosed learning-style preferences. Not enough data were available to calculate mean-effect size values for behavior. Three tests determined the heterogeneity of the included investigations. Therefore, independent variables that impacted upon effect sizes were examined using both inductive and deductive moderator searches. No significant difference was found between subset categories of twelve of seventeen independent variables for achievement or for sixteen of seventeen variables for attitude. Therefore, there were a total of six moderating variables. No publication bias was revealed by correlations between sample sizes and effect sizes and the calculation of a Fail Safe N statistic. Finally, the current investigation and the previous meta-analysis conducted by Sullivan (1993) and reported in the Journal of Educational Research (Dunn, Griggs, Olson, Gorman & Beasley, 1995) and the National Forum of Applied Educational Research Journal (Sullivan, 1996-7) were compared. The mean effect size results for achievement from the current and the previous meta-analysis were consistent or robust. Therefore, it can be strongly suggested that learning-styles responsive instruction would increase the achievement and improve the attitudes toward learning of all students. Although authors of both studies revealed heterogeneous findings, there were indications that the data were less variable in this investigation and fewer moderating variables were revealed. In summary, although several moderating variables influenced the outcome, the results of this investigation overwhelmingly supported the position that matching students' learning style preferences with complementary instruction improved both academic achievement and student attitudes toward learning. According to Cohen's (1977, 1988, 1992) definitions, all averages for r and d effect sizes for both the previous and the present meta-analysis were medium to large. The Dunn and Dunn Learning Style Model had a robust medium to large effect that was both practically and educationally significant.
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