ERIC Number: ED113582
Record Type: RIE
Publication Date: 1974-Jun
Reference Count: 0
A Study of the Correlation Between Selected Instructional Methods and Individual Learning Styles Measured on a Concrete/Symbolic Continuum. Final Report.
The study attempted to measure the impact of diverse instructional methods on individuals whose learning styles tended to fall along a concrete-symbolic continuum as measured by a learning activities questionnaire. Two assumptions were made: (1) those with highly concrete learning styles learn best by direct contact type activities and (2) individuals with highly symbolic learning styles learn best by abstract type activities. The study population consisted of university students enrolled in an audiovisual communications class. Two methods of instruction were developed: a direct contact type using the actual equipment being studied with assistance from an instructor when desired, and an abstract method using audiotape narration only. Findings indicated that there was no significant difference in the cognitive skills gained regardless of learning style or treatment. However, there was a significant difference in psychomotor skills gained depending on the treatment method, with the direct contact method more effective than abstract treatments. It was felt, therefore, that the theory of learning style measurement and the teaching to measured learning style is a valid theory. Student opinion favored the direct contact type of instruction to the abstract approach. The questionnaire, testing and survey instruments, audiotape narrative, and data tables are appended. (Author/MF)
Publication Type: Reports - Research
Education Level: N/A
Sponsor: Wisconsin State Univ. System, Madison.
Authoring Institution: Wisconsin Univ. - Stout, Menomonie. Center for Vocational, Technical and Adult Education.