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ERIC Number: ED250550
Record Type: Non-Journal
Publication Date: 1984-Nov
Pages: 28
Abstractor: N/A
Reference Count: N/A
The Relationship of Learning Style, Reading Vocabulary, Reading Comprehension, and Aptitude for Learning to Achievement in the Self-Paced and Computer-Assisted Instructional Modes of the Yeoman "A" School at the Naval Technical Training Center, Meridian.
Enochs, J. R.; And Others
A study examined the relationship of learning style, reading vocabulary, reading comprehension, and aptitude for learning to achievement in the self-paced and computer-assisted instructional (CAI) modes of the Yeoman "A" School at the Naval Technical Training Center in Meridian, Mississippi. To gather data for the study, researchers conducted a pre- and posttest comparison of two groups of 50 Navy Yeoman "A" School students. The following instruments were used in the study: the Learning Styles Inventory, the Armed Services Vocational Aptitude Battery (ASVAB), the Nelson-Denny Reading Test, and the Yeoman "A" School Achievement Test. When preachievement was controlled statistically, the CAI group achieved significantly higher than did the traditional self-paced instruction group. Overall, the best predictors of achievement among all of the students were pretest scores, knowledge of mathematics, word knowledge, and mechanical comprehension. It also appeared that students achieve in different instructional settings relative to their aptitudes, achievement in reading, and learning styles; for example, those doing better in the CAI program seemed to be more concerned with abstractions and less concerned with concreteness, a trait identified with higher mathematical aptitude. (MN)
Publication Type: Speeches/Meeting Papers; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A