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ERIC Number: ED310378
Record Type: Non-Journal
Publication Date: 1989-Dec
Pages: 58
Abstractor: N/A
Reference Count: N/A
ISBN: N/A
ISSN: N/A
The Relationship between Study Habits, Attitudes and Orientation among Developmental Freshmen of Kean College.
Gersten, Susan G. Liss
A study was conducted to determine if visual linguistic numeric, auditory linguistic numeric, and tactile concrete learners have statistically significant different study habits, study attitudes, and study orientation than their low visual linguistic numeric, low auditory linguistic numeric, and low tactile concrete counterparts. Data were collected over two semesters from 154 college freshmen who were classified as developmental freshmen attending Kean College in New Jersey. The Learning Style Inventory (LSI) and the Survey of Study Habits and Attitudes (SSHA) were administered to each participant. In eight of the nine analyses conducted, the mean score of the auditory linguistic numeric, visual linguistic numeric and tactile concrete learners were above their respective counterparts. However, the difference in mean scores between the groups was only statistically significant in the cases of the study habits and study orientation of the visual linguistic numeric versus low visual linguistic numeric learners. High visual linguistic numeric learners exhibit significantly better study attitudes and study orientation. Low visual linguistic numeric learners have better study habits. High tactile concrete learners have better study habits and study orientation, but low tactile concrete learners have better study attitudes. When teachers use the LSI and SSHA, they can provide a basis for helping students improve their study habits, study attitudes, and study orientation. (Twenty-one references, three tables of data, and a copy of the LSI and SSHA are attached.) (MG)
Publication Type: Reports - Research; Dissertations/Theses - Masters Theses
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Assessments and Surveys: Learning Style Inventory