Discussion - Dissertation Example
More or less, the same preference patterns are noted among G8 students from both genders. In addition, the same pattern of preferences has been found for the overall sample. Academic achievement also comes into play, and has been emphasized by Nolting (2002) who said that it goes up when students are actually aware of what learning style suits them best, as well as by Bahar (2009) who further noted that achievers displayed the key traits of independence, competitiveness, competence and participation. Wallace, meanwhile, found that students benefited a lot more when they worked alone as compared to when they worked within a group â€“ provided, of course, that these students actually knew how to work effectively on their own. Still another study by Yazicilar et al (2009) focused on 5th grade students in order to correlate academic achievement and retention based on whether or not they received varied educational intervention depending on their learning style preference. This study, in turn, found that said treatment would have a marked impact on academic achievement among students. ...
tyle as part of cognitive style and stated that â€œlearning style, as one aspect of cognitive style, refers to a personâ€™s characteristic style of acquiring and using information in learning and /or solving problemsâ€ (p.145). The outcomes above suggest that the quad learning style is preferred by high achievers, whereas low achieving students are more inclined to use multi-learning styles. Research Question 2 Are their differences in reading achievement of students due to their learning style preference? To answer this question, multivariate analysis of variance (MANOVA) analyses were carried out. This is to ascertain the influence of gender and each of the learning style types (VARK7G and multi-single) on the two dependent variables, RAAF and FT scores. The same procedure has also been carried out to determine the effect of grade level and learning styles category on reading achievement between males and females. Analyses of variance were carried out as a post hoc test to MANOVA. To control for Type 1 error, the Least Significant Differences procedure was carried out. One finding from these is that there were significant differences for both gender and grade level on RAAF. No such differences were observed on VARK7G learning style categories in relation to the RAAF scores and FT scores. Moreover, there was a significant interaction between grade and gender on the reading achievement variables. A significant interaction between gender and learning styles VARK7G on the dependent variables. Moreover, the ANOVA outcomes indicate that there were significant gender differences on RAAF and FT scores. Moreover, there was a significant interaction effect between grade and gender on RAAF. Gender and learning style (VARK7G) likewise exerted a significant effect on RAAF. The
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