Details

Autor(en) / Beteiligte

• MILES, BARBARA J

Titel

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.