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The effect of addressing student lea...

Ebner, Aviva Rashi.

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The effect of addressing student learning styles on student achievement in and attitude toward high school English Language Arts class.

Record Type:	Language materials, printed : Monograph/item
Title/Author:	The effect of addressing student learning styles on student achievement in and attitude toward high school English Language Arts class./
Author:	Ebner, Aviva Rashi.
Description:	120 p.
Notes:	Source: Dissertation Abstracts International, Volume: 70-09, Section: A, page: 3403.
Contained By:	Dissertation Abstracts International70-09A.
Subject:	Education, Language and Literature. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3374380
ISBN:	9781109377095

The effect of addressing student learning styles on student achievement in and attitude toward high school English Language Arts class.
Ebner, Aviva Rashi.

The effect of addressing student learning styles on student achievement in and attitude toward high school English Language Arts class. - 120 p.

Source: Dissertation Abstracts International, Volume: 70-09, Section: A, page: 3403.

Thesis (Ph.D.)--TUI University, 2009.

This study compared the impact of addressing student learning styles on student achievement in high school English Language Arts classes. The main hypothesis was that students who received instruction that addressed their learning styles had higher gains in academic grades and test scores in English Language Arts than their counterparts who did not receive instruction through this method. The impact on student attitudes toward English Language Arts class was also taken into account. The data collected was from a prior study at a small charter high school in California that used an experimental research design to assign students to their classes that either received instruction that addressed their learning styles or to classes that did not. Secondary data analysis was performed. The original study was an intervention with no formal analysis and no results published. Independent variables included addressing learning styles versus not addressing them. The covariates were gender, ethnicity, and socio-economic status (SES). A complex analysis of the results that was not previously done and went beyond the scope of the original study included the impact of gender, ethnicity, and SES on the effects of addressing learning styles. A gap in the literature existed regarding addressing learning styles at the high school level, especially in English Language Arts, and whether the covariates impacted the effects of the intervention. The research was categorized under the theoretical framework of constructivism and cognitive learning theory. Data included academic marks, standardized testing results (California Standards Test), and a Learning Style Inventory for Academic Perceptions. Results were compared using data collected from consecutive semesters and years as well as between control and experimental groups. There were no significant differences between the experimental and control groups in academic marks, but, with covariates controlled, test scores remained stable in the experimental group while scores dropped in the control group over time. Discrepancies in achievement were noted, though, as a function of ethnicity with non-White students' academic marks increasing over time and White students demonstrating stability in test scores over time. Males and students of low SES tended to score lower on standardized tests and have lower grades over time. The intervention did not impact student attitude but African American students showed a less positive attitude over time than their White, Latino or Asian peers over time regardless of treatment. The ramifications could affect teacher preparation as well as the instruction of high school students and their preparation for standardized testing, college preparation, academic subject areas, and other assessments.

ISBN: 9781109377095Subjects--Topical Terms:

1018115
Education, Language and Literature.

The effect of addressing student learning styles on student achievement in and attitude toward high school English Language Arts class.
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100 1 $a Ebner, Aviva Rashi. $3 1678028
245 1 4 $a The effect of addressing student learning styles on student achievement in and attitude toward high school English Language Arts class.
300 $a 120 p.
500 $a Source: Dissertation Abstracts International, Volume: 70-09, Section: A, page: 3403.
500 $a Adviser: Hollie L. Jones.
502 $a Thesis (Ph.D.)--TUI University, 2009.
520 $a This study compared the impact of addressing student learning styles on student achievement in high school English Language Arts classes. The main hypothesis was that students who received instruction that addressed their learning styles had higher gains in academic grades and test scores in English Language Arts than their counterparts who did not receive instruction through this method. The impact on student attitudes toward English Language Arts class was also taken into account. The data collected was from a prior study at a small charter high school in California that used an experimental research design to assign students to their classes that either received instruction that addressed their learning styles or to classes that did not. Secondary data analysis was performed. The original study was an intervention with no formal analysis and no results published. Independent variables included addressing learning styles versus not addressing them. The covariates were gender, ethnicity, and socio-economic status (SES). A complex analysis of the results that was not previously done and went beyond the scope of the original study included the impact of gender, ethnicity, and SES on the effects of addressing learning styles. A gap in the literature existed regarding addressing learning styles at the high school level, especially in English Language Arts, and whether the covariates impacted the effects of the intervention. The research was categorized under the theoretical framework of constructivism and cognitive learning theory. Data included academic marks, standardized testing results (California Standards Test), and a Learning Style Inventory for Academic Perceptions. Results were compared using data collected from consecutive semesters and years as well as between control and experimental groups. There were no significant differences between the experimental and control groups in academic marks, but, with covariates controlled, test scores remained stable in the experimental group while scores dropped in the control group over time. Discrepancies in achievement were noted, though, as a function of ethnicity with non-White students' academic marks increasing over time and White students demonstrating stability in test scores over time. Males and students of low SES tended to score lower on standardized tests and have lower grades over time. The intervention did not impact student attitude but African American students showed a less positive attitude over time than their White, Latino or Asian peers over time regardless of treatment. The ramifications could affect teacher preparation as well as the instruction of high school students and their preparation for standardized testing, college preparation, academic subject areas, and other assessments.
590 $a School code: 0622.
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650 4 $a Education, Instructional Design. $3 1669073
650 4 $a Education, Secondary. $3 539262
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710 2 $a TUI University. $3 1020258
773 0 $t Dissertation Abstracts International $g 70-09A.
790 1 0 $a Jones, Hollie L., $e advisor
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791 $a Ph.D.
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