NotesFAQContact Us
Collection
Advanced
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ809772
Record Type: Journal
Publication Date: 2008-Oct
Pages: 11
Abstractor: As Provided
Reference Count: 34
ISBN: N/A
ISSN: ISSN-0144-3410
Preferences for Teaching Styles Matter in Academic Achievement: Scientific and Practical Implications
Zhang, Li-fang
Educational Psychology, v28 n6 p615-625 Oct 2008
The two primary objectives of this study were: to identify the preferred teaching styles of secondary-school students and to compare these preferences with those of university students from past research; and to examine the contributions of students' preferred teaching styles to their academic achievement. A sample of 298 students from a Catholic boys' school completed the Preferred Thinking Styles in Teaching Inventory and the Self-rated Ability Scale. Participants' achievements in 12 school subjects were obtained. Results indicated great similarities between the preferred teaching styles of the present sample and those of university students in previous studies. Achievement scores in all 12 subjects were predicted by students' preferred teaching styles beyond their self-rated abilities. Some of these predictive relationships were domain-specific, while others were not. The findings' scientific and practical implications are discussed. (Contains 2 tables and 1 figure.)
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Higher Education; Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: China; Hong Kong; United States