Matching of Learning Styles and Teaching Styles: Advantage and Disadvantage on Ninth-Grade Students' Academic Achievements

Autor/inn/en	Damrongpanit, Suntonrapot; Reungtragul, Auyporn
Titel	Matching of Learning Styles and Teaching Styles: Advantage and Disadvantage on Ninth-Grade Students' Academic Achievements
Quelle	In: Educational Research and Reviews, 8 (2013) 20, S.1937-1947 (11 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1990-3839
Schlagwörter	Cognitive Style; Teaching Styles; Grade 9; Sampling; Statistical Analysis; Thai; Achievement Tests; Foreign Countries; Mathematics Teachers; Science Teachers; Language Teachers; English (Second Language); Second Language Instruction; Second Language Learning; Correlation; Questionnaires; Thailand + Suchen Sie Ihr Suchwort? Cognitive styles; Kognitiver Stil; Lehrstil; Unterrichtsstil; School year 09; 9. Schuljahr; Schuljahr 09; Statistische Analyse; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Ausland; Mathematics; Teacher; Teachers; Mathematik; Lehrer; Lehrerin; Lehrende; Science; Science teacher; Wissenschaft; Language teacher; Sprachunterricht; English as second language; English; Second Language; Englisch als Zweitsprache; Fremdsprachenunterricht; Zweitsprachenerwerb; Korrelation; Fragebogen
Abstract	The purposes of this study were to identify learning styles of ninth-grade students, to identify teaching styles of four subject teachers, and to compare four academic achievements between different matching conditions of students' learning styles and teachers' teaching styles. The research participants comprised of 3,382 ninth-grade students and, related with, 440 teachers obtained from multistage random sampling. The research instruments comprised of the four achievement tests, the Learning Style Questionnaire (LSQ), and the Teaching Style Inventory (TSI). The data analyses were employed by the descriptive statistics, One-way ANOVA, and post-hoc comparison by Scheffe method. The main results have showed the closely number of students between 23.74 to 26.11% in each learning style. The biggest groups of Mathematics, Sciences, English, and Thai Language subjects were congruently the Accommodator teachers. The matching types were almost statistically significant and the overall study showed the most advantageous learning style was the Theorist students matching with the Expert and the Facilitator teachers whereas the most disadvantageous learning style was the Realistic students matching with the Personal Model and the Facilitator teachers. (As Provided).
Anmerkungen	Academic Journals. e-mail: err@academic.journals.org; e-mail: service@academicjournals.org; Web site: http://academicjournals.org/ERR2
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10