Students' Learning Style Preferences and Teachers' Instructional Strategies: Correlations between Matched Styles and Academic Achievement

Autor/in	Wilson, Mary
Titel	Students' Learning Style Preferences and Teachers' Instructional Strategies: Correlations between Matched Styles and Academic Achievement
Quelle	In: SRATE Journal, 22 (2012) 1, S.36-44 (9 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1068-1752
Schlagwörter	Academic Achievement; State Standards; Educational Strategies; Teaching Methods; Cognitive Style; Grade 4; Learning Strategies; Correlation; Aptitude Treatment Interaction; Preferences; Learning Processes; Schematic Studies; Predictor Variables; Academic Records; Social Studies; Language Arts; Science Achievement; Mathematics Achievement; Interest Inventories; South Carolina + Suchen Sie Ihr Suchwort? Schulleistung; Lehrstrategie; Teaching method; Lehrmethode; Unterrichtsmethode; Cognitive styles; Kognitiver Stil; School year 04; 4. Schuljahr; Schuljahr 04; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Korrelation; Learning process; Lernprozess; Schematheorie; Prädiktor; College; Colleges; University; Universities; Publication; Hochschule; Fachhochschule; Universität; Akademieschrift; Publikation; Gemeinschaftskunde; Sprachkultur; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Interest profile; Interessenprofil
Abstract	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 elementary-age students in terms of academic achievement. This study examined potential relationships 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 the academic content areas of English language arts, mathematics, science, and social studies. The results of this study demonstrate a lack of significant correlation between variables. (As Provided).
Anmerkungen	Southeastern Regional Association of Teacher Educators. Web site: http://www.sratejournal.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10