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ERIC Number: ED310888
Record Type: Non-Journal
Publication Date: 1983-Aug
Pages: 187
Abstractor: N/A
Reference Count: N/A
Identification of Learning Styles Existent among Students Attending School in Selected Northeastern Manitoba Communities.
Mariash, Leonard James
This study used the Learning Style Inventory by Dunn, Dunn, and Price to identify learning style variables among school students in isolated Northeastern Manitoba communities. The importance of these learning styles to educational practice is discussed. The study sample consisted of Cree-speaking students enrolled in grades 4 through 10 at 3 randomly selected schools in Northeastern Manitoba. The Learning Style Inventory was administered to 422 students. The results indicated that 18 learning style variables were preferred by 25% or more of the students. There were no learning style variables which were preferred by all the students. Significant differences in learning style were found: among students in the three study sample schools; between males and female students; among students at different grade levels; among excellent, average, and below-average students; and among students with high, medium, and low school attendance rates. The importance of the identified learning styles focuses on four areas. First, although learning style trends were identified, all students were not described by these trends. Attention should be given to individual and group learning styles. Second, the results of this study are not readily generalizable to all Cree-speaking students. Third, student achievement would probably be accelerated had attention been given to the learning style differences noted. Fourth, below-average students and students with low rates of attendance may have learning styles which are not fully considered. Attention to the learning styles of these students may improve their achievement and attendance. (Author/TES)
Publication Type: Dissertations/Theses - Masters Theses
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Canada
Identifiers - Assessments and Surveys: Learning Style Inventory