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Effects of traditional versus tactua...

Lister, Dena O. Butterfield.

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Effects of traditional versus tactual and kinesthetic learning-style responsive instructional strategies on Bermudian learning support sixth-grade students' social studies achievement and attitude test scores.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Effects of traditional versus tactual and kinesthetic learning-style responsive instructional strategies on Bermudian learning support sixth-grade students' social studies achievement and attitude test scores./
Author:	Lister, Dena O. Butterfield.
Description:	110 p.
Notes:	Source: Dissertation Abstracts International, Volume: 65-02, Section: A, page: 0466.
Contained By:	Dissertation Abstracts International65-02A.
Subject:	Education, Special. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3123906
ISBN:	0496712160

Effects of traditional versus tactual and kinesthetic learning-style responsive instructional strategies on Bermudian learning support sixth-grade students' social studies achievement and attitude test scores.
Lister, Dena O. Butterfield.

Effects of traditional versus tactual and kinesthetic learning-style responsive instructional strategies on Bermudian learning support sixth-grade students' social studies achievement and attitude test scores. - 110 p.

Source: Dissertation Abstracts International, Volume: 65-02, Section: A, page: 0466.

Thesis (Ed.D.)--St. John's University (New York), School of Education and Human Services, 2004.

This researcher investigated the learning-style characteristics of Learning Support Students (LSS) and Regular Education (RED) students in grade six and the effects of traditional versus learning-style responsive instruction on the former's achievement-and attitude-tests scores. The dependent variables for this investigation were standard scores on the Learning-Style Inventory (LSI) (Dunn, Dunn, & Price, 2003); mean-gain scores on the instructional treatments; and scores on the Semantic Differential Scale (SDS) (Pizzo, 1981).

ISBN: 0496712160Subjects--Topical Terms:

606639
Education, Special.

Effects of traditional versus tactual and kinesthetic learning-style responsive instructional strategies on Bermudian learning support sixth-grade students' social studies achievement and attitude test scores.
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100 1 $a Lister, Dena O. Butterfield. $3 1939127
245 1 0 $a Effects of traditional versus tactual and kinesthetic learning-style responsive instructional strategies on Bermudian learning support sixth-grade students' social studies achievement and attitude test scores.
300 $a 110 p.
500 $a Source: Dissertation Abstracts International, Volume: 65-02, Section: A, page: 0466.
500 $a Mentor: Rita Dunn.
502 $a Thesis (Ed.D.)--St. John's University (New York), School of Education and Human Services, 2004.
520 $a This researcher investigated the learning-style characteristics of Learning Support Students (LSS) and Regular Education (RED) students in grade six and the effects of traditional versus learning-style responsive instruction on the former's achievement-and attitude-tests scores. The dependent variables for this investigation were standard scores on the Learning-Style Inventory (LSI) (Dunn, Dunn, & Price, 2003); mean-gain scores on the instructional treatments; and scores on the Semantic Differential Scale (SDS) (Pizzo, 1981).
520 $a The sample consisted of 93 students of which 74 had consistency scores of 70 or higher on the LSI. A one-way ANOVA revealed significant differences at p < .05 on five of its 21 elements. The LSS were less Motivated than the HA students; less Persistent than the RED and HA students; less Responsible (Conforming) than the RED and HA students; wanted less Structure than the HA students; and wanted closer supervision by those whom they perceived to be Authoritative Figures than the RED students.
520 $a The instructional treatments consisted of Traditional instruction that involved discussions, and worksheets, whereas the Learning-Style responsive instruction consisted of tactual and kinesthetic floor games. A GLM Repeated-Measures design was used to analyze the data. These analyses revealed significant main effect interactions for instructional methods among all four treatments. The within-subject effects were significant F = 67.007, p < .05 with an eta2 = .684, indicating that the results for each part were significantly different from each other. Pairwise comparisons indicated that the LSS students performed significantly better with both Learning-Style instructional treatments than they did with Traditional treatments. The LSS students also produced significantly lower test scores on the second Traditional treatment than on the first Learning-Style treatment, suggesting that this particular Learning-Style instructional approach, rather than Traditional teaching, was a more effective instructional strategy for these students. Furthermore, a One Sample t-test indicated significantly more positive student attitudes on the SDS when they were instructed with a learning-style, rather than a traditional approach (p < .05).
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650 4 $a Education, Curriculum and Instruction. $3 576301
650 4 $a Education, Secondary. $3 539262
650 4 $a Education, Social Sciences. $3 1019148
650 4 $a Education, Tests and Measurements. $3 1017589
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710 2 0 $a St. John's University (New York), School of Education and Human Services. $3 1251163
773 0 $t Dissertation Abstracts International $g 65-02A.
790 1 0 $a Dunn, Rita, $e advisor
790 $a 1334
791 $a Ed.D.
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