ERIC Number: ED105981
Record Type: RIE
Publication Date: 1974-Jul-1
Reference Count: 0
Relationship Between Learning Styles and Academic Achievement. Final Report.
McKinney, James D.; And Others
This study investigated the relationship between learning styles, classroom behaviors, ability levels, and academic achievement in an open classroom kindergarten setting. Thirty subjects were selected (ten children from each of the 4-, 5-, and 6-year-old groups). Each child was tested on the following measures: Matching Familiar Figures (MMF); Matrix Solution (MS); Classroom Behavior (SCAN); Stanford-Binet Intelligence Scales, Form U-P; and the Peabody Individual Achievement Test (PIAT). The most important finding was the identification of a cluster of classroom behaviors that negatively affect academic achievement: inattentiveness, high level of gross motor behavior, dependency, passivity, low social interaction, and aggression. These negative behavioral styles suggest a pattern of disorganization and immaturity and stand apart from the general and expected relationship of mental and chronological age with a variety of school-related variables. It is suggested that a different classroom structure or learning environment could yield different results. (CS)
Publication Type: Reports - Research
Education Level: N/A
Sponsor: North Carolina State Dept. of Public Instruction, Raleigh. Div. of Research.
Authoring Institution: North Carolina Univ., Chapel Hill. Frank Porter Graham Center.
Note: This study is part of the larger report, "Developmental Research on the Improvement of Kindergartens in North Carolina"; For other studies, see PS 007 821-824