A Study Of Correlations Between Learning Styles Of Students And Their Mathematics Scores On The Texas Assessment of Academic Skills Test

Description:

The problem of this study was to determine whether learning styles of students affect their math achievement scores on the Texas Assessment of Academic Skills Test. The research questions addressed relevant to this study were:
1. Is there a positive correlation between students' learning styles and their achievement test scores in mathematics?
2. Is there a positive correlation between specific sub group's (as deemed by the state of Texas) and gender's learning styles and their achievement test scores in mathematics?
The Pearson Product Moment Correlation coefficient and the Point-biserial correlation analysis was applied to the data collected from 500 fifth grade students attending a North Texas Intermediate school. The significance level was established at the .05 level. Part of the data was the student's responses to the Learning Style Inventory by Dunn, Dunn and Price. The findings established that the learning style preferences of all students in the area of persistence significantly impacted their math achievement scores. Gender and ethnicity were mitigating factors in the findings. These learning style preferences significantly impacted achievement in the following ways:

* Caucasian students' preference of a high level of persistence in completing a difficult task.
* Hispanic students' preference for a warm learning environment and motivational factor of pleasing the teacher.
* Afro-American students' preference for kinesthetic learning.
* Female students' learning style preferences appear in: - the design of the learning environment
- the need for intake of food and/or drink
- a high level of responsibility
- a high sense of self-motivation , of teacher and of parent motivation.
* Male students' learning style preferences appear in: - a warm learning environment
- a high level of responsibility
- the need for intake of food and/or drink
- a high sense of teacher and of parent motivation
- a late morning learning In summary, the author suggests that supplying the teachers with information concerning students' learning style preferences will benefit student achievement.

Creator(s): Kopsovich, Rosalind D.
Creation Date: August 2001
Partner(s):
UNT Libraries
Collection(s):
UNT Theses and Dissertations
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Total Uses: 5,894
Past 30 days: 370
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Publisher Info:
Publisher Name: University of North Texas
Place of Publication: Denton, Texas
Date(s):
  • Creation: August 2001
  • Digitized: July 3, 2007
Description:

The problem of this study was to determine whether learning styles of students affect their math achievement scores on the Texas Assessment of Academic Skills Test. The research questions addressed relevant to this study were:
1. Is there a positive correlation between students' learning styles and their achievement test scores in mathematics?
2. Is there a positive correlation between specific sub group's (as deemed by the state of Texas) and gender's learning styles and their achievement test scores in mathematics?
The Pearson Product Moment Correlation coefficient and the Point-biserial correlation analysis was applied to the data collected from 500 fifth grade students attending a North Texas Intermediate school. The significance level was established at the .05 level. Part of the data was the student's responses to the Learning Style Inventory by Dunn, Dunn and Price. The findings established that the learning style preferences of all students in the area of persistence significantly impacted their math achievement scores. Gender and ethnicity were mitigating factors in the findings. These learning style preferences significantly impacted achievement in the following ways:

* Caucasian students' preference of a high level of persistence in completing a difficult task.
* Hispanic students' preference for a warm learning environment and motivational factor of pleasing the teacher.
* Afro-American students' preference for kinesthetic learning.
* Female students' learning style preferences appear in: - the design of the learning environment
- the need for intake of food and/or drink
- a high level of responsibility
- a high sense of self-motivation , of teacher and of parent motivation.
* Male students' learning style preferences appear in: - a warm learning environment
- a high level of responsibility
- the need for intake of food and/or drink
- a high sense of teacher and of parent motivation
- a late morning learning In summary, the author suggests that supplying the teachers with information concerning students' learning style preferences will benefit student achievement.

Degree:
Level: Doctoral
Language(s):
Subject(s):
Keyword(s): Learning styles | math achievement scores | TAAS test | preferences | Caucasian | Hispanic | African American | female | male
Contributor(s):
Partner:
UNT Libraries
Collection:
UNT Theses and Dissertations
Identifier:
  • OCLC: 51038289 |
  • ARK: ark:/67531/metadc2889
Resource Type: Thesis or Dissertation
Format: Text
Rights:
Access: Public
License: Copyright
Holder: Kopsovich, Rosalind D.
Statement: Copyright is held by the author, unless otherwise noted. All rights reserved.