Instructional Mode: A Better Predictor of Performance than Student Preferred Learning Styles

Autor/inn/en	Moussa-Inaty, Jase; Atallah, Fida; Causapin, Mark
Titel	Instructional Mode: A Better Predictor of Performance than Student Preferred Learning Styles
Quelle	In: International Journal of Instruction, 12 (2019) 3, S.17-34 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1694-609X
Schlagwörter	Correlation; Cognitive Style; Cognitive Ability; Undergraduate Students; Prior Learning; Pretests Posttests; Learning Theories; Teaching Methods; Weather; Listening Comprehension; Reading Comprehension; Reading Materials; Auditory Stimuli; Predictor Variables; College Students; Foreign Countries; Single Sex Schools; English (Second Language); Second Language Learning; Language of Instruction; Science Instruction; United Arab Emirates + Suchen Sie Ihr Suchwort? Korrelation; Cognitive styles; Kognitiver Stil; Denkfähigkeit; Vorkenntnisse; Learning theory; Lerntheorie; Teaching method; Lehrmethode; Unterrichtsmethode; Wetter; Hörverständnis; Leseverstehen; Auditive Stimulation; Prädiktor; Collegestudent; Ausland; Single-sex schools; Single-sex classes; Single sex classes; Getrenntgeschlechtliche Erziehung; Schule; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Teaching language; Unterrichtssprache; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Vereinigte Arabische Emirate
Abstract	This study sought to investigate the link between preferred learning styles, performance, and cognitive load. After determining learning styles (visual or auditory), undergraduate students were assigned to three instructional formats, namely: Listen Only, Read Only, and Read + Listen. A pretest was administered to assess students' prior knowledge on lightning. During acquisition, students received instructions specific to the instructional format they were assigned to. For example, students in the Read Only group received written materials only while those in the Listen Only group received auditory materials only. The acquisition phase was followed by a posttest phase. Based on cognitive load theory, it was hypothesized that different instructional formats would result in differences in student performances. Two-way between-groups ANOVA results confirm the hypotheses, in that student's cognitive load was a better predictor of student performance than student learning styles. Educational implications and limitations are also discussed. (As Provided).
Anmerkungen	International Journal of Instruction. Eskisehir Osmangazi University, Faculty of Education, Eskisehir, 26480, Turkey. e-mail: iji@ogu.edu.tr; Web site: http://www.e-iji.net
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01