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ERIC Number: ED445513
Record Type: Non-Journal
Publication Date: 2000-Mar
Pages: 10
Abstractor: N/A
Reference Count: N/A
ISBN: N/A
ISSN: N/A
Relating Preferred Learning Style to Student Achievement.
Thomas, Heather; Cox, Robin; Kojima, Takahiro
The paper examines the learning style preferences of 44 second-year Japanese college students pursuing an undergraduate degree and learning English as a Second Language at a New Zealand college. The goal is to learn more about between style and achievement, and how to cater to such students as multi-dimensional individuals and as members of a cultural group that has a distinct learning style profile. Achievement was measured by grades and on the results of the Test of English for International Communication (TOEIC). Learning style preferences were measured on the Perceptual Learning Style (PSLP) and the Style Analysis Survey (SAS). Results showed the most preferred sensory styles to be kinesthetic, auditory, and tactile (PLSP), and hands-on (SAS). "Group" was the preferred social style (PLSP). More students were "concrete-sequential" than "intuitive," and "global" rather than "analytical." Numbers were evenly balanced between "extroverted/introverted" and "closure/open" modalities (SAS). No strong relationships were found between style and TOEIC scores, but there was a significant relationship between a kinesthetic style preference and higher grades in the practical, skills-based course in which the students were enrolled. Factors positively affecting achievement on TOEIC and in terms of grades included the following: home-stay experience, previous experience studying with a native teacher, participation in extracurricular activities in English, and female gender. Some possible ways in which teachers and administrators can take learning styles into account are briefly considered. Bar charts and tables are included. 16 references. (KFT)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Assessments and Surveys: Test of English for International Communication