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AN INVESTIGATION OF THE RELATIONSHIPS AMONG THE LEARNING STYLE SOCIOLOGICAL PREFERENCES OF FIFTH AND SIXTH GRADE STUDENTS, SELECTED INTERACTIVE CLASSROOM PATTERNS, ATTITUDES, AND ACHIEVEMENT IN CAREER AWARENESS AND CAREER DECISION-MAKING CONCEPTS
Ort / Verlag
ProQuest Dissertations & Theses
Erscheinungsjahr
1987
Quelle
ProQuest Dissertations & Theses A&I
Beschreibungen/Notizen
This investigation analyzed the effects of matching and mismatching instructional groupings on both the career awareness and career decision-making achievement and attitude scores of subjects classified according to their learning style sociological preferences. The entire population of 128 fifth and sixth grade students in one inner-city elementary school in New York City was administered the Learning Style Inventory (LSI) (Dunn, Dunn, & Price, 1984). Those 40 who indicated sociological preferences for learning alone (n = 22) or learning with peers (n = 18) were assigned randomly to two instructional groups. Each was taught career awareness and career decision-making concepts in conditions that were both congruent with and dissonant from their diagnosed preferences. This investigation utilized a posttest only design and employed four Lindquist Type 1 ANOVAs to test the hypotheses related to achievement and attitudes. T-tests were used to compare the mean scores of the sociologically preferenced subjects when matched on the task of career awareness and career decision-making. Data revealed that the matching of sociological preferences for learning alone or learning with peers with complementary grouping patterns increased achievement significantly on career awareness (p $<$.01) and career decision-making (p $<$.01). Additionally, subjects' attitude scores were statistically higher when they were taught career awareness (p $<$.01) and career decision-making concepts (p $<$.05) in grouping patterns that accommodated their sociological preferences. Other significant differences revealed that students matched with their preferences for learning alone scored statistically higher (p $<$.05) on career awareness achievement than those matched with their preferences for learning with peers. Furthermore, a test-retest administration of the LSI demonstrated that subjects' sociological preferences for either learning alone (.79) or learning with peers (.80) remained consistent throughout this investigation.