RELATIONSHIPS BETWEEN LEARNING STYLES, GRADES, AND STUDENT RATINGS OF INSTRUCTION
Titel:
RELATIONSHIPS BETWEEN LEARNING STYLES, GRADES, AND STUDENT RATINGS OF INSTRUCTION
Auteur:
Hunter, Walter E.
Verschenen in:
Community college journal of research and practice
Paginering:
Jaargang 5 (1980) nr. 1 pagina's 73-74
Jaar:
1980-10
Inhoud:
This study was based on representative class sample that was drawn from the listing of 419 two-year colleges located in the North Central Accreditation Region. Some 300 students from 3 colleges and 15 courses were identified as representative. Students completed the Learning Styles Inventory; teachers completed the corresponding Instructional Styles Inventory. At the end of the 1979 winter term, instructors submitted final course grades and students completed an end-of-course teacher and course Rating Scale. Data was analyzed using the one-way Analysis of Variance. The Scheffe Test was used to determine difference between means by grade level based on significant F values. Grades and ratings of instruction were used as dependent variables. Each of the 17 dimensions of the Learning Style Inventory was used as an independent variable. Structure as measured by preference for organization and detail, independence, preferences to inanimate content, preferences for listening, iconics and direct experience and grade expectation were related to grades received but not to student ratings or to differences in styles. This research suggests a relationship between grade received and (1) dependency on teacher initiated activities; organization, detail, dependency and listening, and (2) expectation of grade. The reader is left to speculate whether dependency results from teacher proactivity or student preference as consumers.
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