ERIC Number: ED218863
Record Type: RIE
Publication Date: 1982-Feb-13
Reference Count: 0
Teaching by Learning Styles: A Viable Alternative for Academically Gifted Students.
Cage, Bob N.
The study explored the relationship among learning style, self report or self concept, academic achievement, and academic aptitude of 60 academically gifted fourth, fifth, and sixth graders. Ss were administered the Learning Style Inventory, Piers-Harris Self-Concept Scale, California Achievement Test, and California Short Form of Academic Aptitude. The investigation suggested that more common variance in achievement can be accounted for by a combination of learning style variables with self concept alone; and that controlling for cognitive aptitude, in addition to self concept, does not significantly enhance the relationship. Sixty percent (N=36) of Ss preferred not to study in late morning; none of these 36 Ss preferred to study in the morning; 12 preferred the afternoon; and the remainder were indifferent to the time of day for studying. Tables with statistical data are appended. (SB)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: N/A
Note: Paper presented at the Annual Meeting of the Southwest Educational Research Association (Austin, TX, February, 1982).