ERIC Number: ED359116
Record Type: RIE
Publication Date: 1992
Do Students Who Prefer To Learn Alone Achieve Better Than Students Who Prefer To Learn with Peers?
This study examined the achievement of elementary school students when their strong preferences for learning alone or learning with peers were identified and they were allowed to choose whether to learn alone or with peers in each of five lessons. The 114 subjects, of whom 34 were later selected for this study, were the students of five social studies teachers who volunteered to take a course on learning styles. The Learning Style Inventory (Dunn, Dunn, & Price, 1989) was administered to each student to ascertain whether he/she had a strong preference for learning alone or with peers. The 34 students selected for the study on the basis of their having a strong preference were introduced to a small group learning method and taught five lessons with the option of working alone or with peers each time. The students were tested after each lesson. The results yielded by ANCOVA revealed that the students who were identified as strongly preferring to learn alone achieved significantly higher mean lesson-test scores than students identified as strongly preferring to learn with peers. Students identified as strongly preferring to learn alone did not achieve significantly higher when they opted to learn alone; students identified as strongly preferring to learn with peers did not achieve significantly higher when they opted to learn with peers. (Author)
Publication Type: Reports - Research
Education Level: N/A
Authoring Institution: N/A