Student Learning Style Preferences and Performance on Standardized Achievement Tests
Ostebee, Joyce B.
MetadataShow full item record
SubjectEducational tests and measurements.; Achievement tests--Students--Style.; Achievement tests--Students--Performance.
The problem. The problem of this study was to determine the relationship between assessed student learning style preferences and performance on standardized tests of achievement. Procedure. The Learning Style Inventory and the Iowa Tests of Educational Development were administered to ninth and eleventh grade students at Titonka Consolidated School. A Pearson product-moment correlation was computed for sixteen selected pairs of earning style preference and standardized achievement test variables. Conclusions. There were, according to table values, significant positive relationships between (1) student auditory learning style preference and standardized achievement testing in Reading, (2) student auditory learning style preference and standardized achievement testing in Correctness of Expression, and (3) student visual learning style preference and standardized achievement testing in Reading. There was, according to table values, a significant negative relationship between (1) student tactile learning style preference and standardized achievement testing in Correctness of Expression. Recommendations. (1) School administration and faculty should continue to assess student learning styles and use in-service to provide insight and understanding of learning style, (2) this stud should be replicated and expanded at Titonka Consolidated School, (3 7 this study should be replicated at other school districts, (4) school administration and faculty should be involved in the processes of diagnosis, prescription and evaluation of student learning style preferences and achievement, (5) school administration and faculty should work toward a more flexible student learning environment, (6) school administration and faculty should concentrate on better student advisement and guidance, and (7) educators should keep an open mind and be wary of generalizations in the area of student learning style.
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