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| Titel: |
COGNITIVE STYLES AND ACADEMIC ACHIEVEMENT IN COMMUNITY COLLEGE EDUCATION |
| Auteur: |
O'Brien, Terrance P. Thompson, Mary J. |
| Verschenen in: |
Community college journal of research and practice |
| Paginering: | Jaargang 18 (1994) nr. 6 pagina's 547-556 |
| Jaar: |
1994-11 |
| Inhoud: |
This investigation addressed the effects of teaching styles, student cognitive styles, matched and mismatched conditions, student age, and student gender in relation to course grades in community college education. The Gregorc Style Delineator was used to determine the dominant cognitive styles of 16 teachers and 207 students on two campuses of a comprehensive community college. Data were analyzed according to two analysis of variance models. The findings indicated that concrete sequential teachers assigned significantly lower grades to students than did teachers dominant in any other style and that students 25 years of age and older received significantly higher grades than younger students, except when matched with concrete random teachers. Although many authors have suggested that students whose cognitive styles match those of their teachers tend to attain higher grades, findings in this study contradicted the literature and indicated that mismatched students performed better academically. |
| Uitgever: |
Routledge |
| Bronbestand: |
Elektronische Wetenschappelijke Tijdschriften |
Details van artikel 3 van 10 gevonden artikelen
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