Grouping Students for Instruction: Effects of Learning Style on Achievement and Attitudes.

Autor:	Dunn, Rita, Giannitti, Mary Cecilia, Murray, John B., Rossi, Ino, Geisert, Gene, Quinn, Peter
Předmět:	MIDDLE school students ACADEMIC achievement STUDENT attitudes LEARNING MIDDLE school education MIDDLE schools
Zdroj:	Journal of Social Psychology; Aug1990, Vol. 130 Issue 4, p485-494, 10p, 3 Charts, 1 Graph
Abstrakt:	The present study examined the effects of matching and mismatching American middle-school students with a preference for learning alone or learning with peers with selected instructional treatments in order to determine the impact upon their attitudes and achievement in social studies. Analysis revealed that the learning-alone preferents performed significantly better in the learning-alone condition and that the learning-with-peers preferents performed significantly better in the learning-with-peers condition. However, no-preference students also performed significantly better in the learning-alone condition than with peers. In addition, data revealed that the learning-alone and the learning-with-peers students had significantly more positive attitudes when matched with their preferred learning style; the no-preference students had more positive attitudes in the learning-alone condition. [ABSTRACT FROM AUTHOR]
Databáze:	Complementary Index
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