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ERIC Number: ED276014
Record Type: RIE
Publication Date: 1984
Pages: 24
Abstractor: N/A
Reference Count: 0
Relating Learning Styles to Performance on Written Composition Using Microcomputer Word Processing and the Traditional Handwritten Method.
Jackson, Linda W.; And Others
Using word processors and the traditional handwriting method, a study investigated the relationship of learning styles to performance in twelfth graders' written compositions. Subjects (n=55) were enrolled in a public school in east central Mississippi. The study hypothesized that students using word processors and those using the traditional handwritten method would demonstrate no significant difference in either achievement or learning styles. Canfield Learning Style Inventory measured learning style, while a Mechanics of Writing Checklist measured writing performance. Data analysis indicated no significant difference between the two groups' achievement. Three learning style preferences contributed significantly to the word processing groups' achievement: organization, inanimate objects, and direct experience. The handwriting group preferred independence in their work, learned qualitatively, and expected grades of "C" in their work. Analysis of the relationship of learning styles to achievement indicated that the learning style of the handwriting group was more qualitative than that of its word processing counterpart. Results indicated that the use of word processors did not (1) affect the written composition of twelfth graders, (2) correlate with achievement, and (3) relate to learning style and achievement. (Tables of data are included and the Mechanics of Writing Checklist is appended.) (JD)
Publication Type: Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A