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ERIC Number: ED536178
Record Type: Non-Journal
Publication Date: 2011
Pages: 143
Abstractor: As Provided
Reference Count: N/A
ISBN: ISBN-978-1-2670-3126-6
ISSN: N/A
Students' Learning Style Preferences and Teachers' Instructional Strategies: Correlations between Matched Styles and Academic Achievement
Wilson, Mary Lynne
ProQuest LLC, Ed.D. Dissertation, Liberty University
The purpose of the current study was to identify the extent to which learning styles influence the educational process as well as the outcome of students, particularly elementary-age students, in terms of academic achievement. This study examined the potential relationship between the degree of match (as determined by comparing learning style preferences of students with instructional strategies of teachers) and the academic achievement of fourth grade students as shown by Palmetto Assessment of State Standards scores in four academic content areas, namely English language arts, mathematics, science, and social studies. The researcher collected data from a sample of approximately 200 students from three schools in different northwestern South Carolina districts. A quantitative approach utilizing a correlational design was used to analyze the data and produced Pearson r values for each content area respectively. These results demonstrate a lack of significant correlation between variable. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
Publication Type: Dissertations/Theses - Doctoral Dissertations
Education Level: Elementary Education; Elementary Secondary Education; Grade 4
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: South Carolina