ERIC Number: ED171752
Record Type: RIE
Publication Date: 1979-Apr
Reference Count: 0
Compatibility of Teaching Strategies and Learning Styles as a Determinant of Academic Success.
Scerba, John R.
The effectiveness of matching learning styles of community college students to similar teaching strategies in English and mathematics courses was investigated in relation to (1) academic success in courses; (2) attitudes toward the instructor and the course; and (3) attrition rate in courses. Five hypotheses were tested: students would have significantly higher grades; students would have significantly higher Florida State Wide Twelfth Grade Test (FTG) scores; teachers would be evaluated more positively; courses would receive higher ratings; and attrition rates would be lower. Major findings indicated no significant first order interaction effects between learning and teaching styles. However, there was a significant second order interaction effect on grades among learning style, teaching style, and course. Other interactions were found between teaching style and subject on teacher and course evaluations; among the course, teacher and course evaluations, and attrition rate; between learning style and FTG scores; and between sex and course grades. Some implications are that students may have an eclectic approach to learning; that teaching style is one factor to consider in interpreting teacher and course evaluations; and that a direct experience teaching style may reduce class attrition. (MH)
Descriptors: Academic Achievement, Aptitude Treatment Interaction, Cognitive Style, College Instruction, College Mathematics, Course Evaluation, Dropout Rate, English Instruction, Research Reports, Student Teacher Relationship, Teacher Effectiveness, Teacher Evaluation, Teaching Styles, Two Year Colleges
Publication Type: Speeches/Meeting Papers; Reports - Research
Education Level: N/A
Authoring Institution: N/A
Note: Paper presented at the Annual Meeting of the American Educational Research Association (63rd, San Francisco, California, April 8-12, 1979)