Teacher and Student Ratings

The purpose of this study was to determine whether there were meaningful associations between teachers' ratings of their students' learning styles (as measured by the Learning Style Identification Scale) and their students' ratings of their learning preferences in 22 separate academic and academically-related areas (as measured by the Learning Style Inventory). In an effort to discover whether systematic relationships existed between the learning style and learning preference measures, a series of correlational statistics (Pearson r) were computed between each of the 22 learning preference items and each of the four categories of learning style assessed by teachers.

Only four significant findings were observed for the correlational analyses. These were:

(1) A significant positive correlation between Learning Style I and the noise level item (r=.46102; p<.05) indicating that as students' preferences for noise level moved from quiet to sound, teachers were more likely to view the student as utilizing Learning Style I. In other words, teachers were more likely to view the student as unresponsive to authority figures and aversive to structured teacher-oriented learning. Also, the student would be seen by the teacher as a loner who is very mobile with a limited attention span.

(2) A significant positive correlation between Learning Style IV and the design item (r=.515; p<.05) indicating that as student preference shifted from informal to formal design, teachers we

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oss all 22 items of the Learning Style Inventory. It needs to be understood that as these mean scores increased, students could be said to, in general, prefer a bright warm, relatively noisy and formal learning environment. Further, as mean scores increase, students can be said to grow in motivation, persistence and responsibility/conformity; also the student would be more likely to prefer working with peers, to learn in a variety of ways, to like studying regardless of the time of day, and to be both peer- and teacher-motivated. Mean scores were correlated, using the Pearson r statistic, with each of the four learning styles measured by the Learning Style Identification Scale. However, none of the performed analyses were observed to be significant. The failure to find many significant correlations between learning preference and learning style ratings needs to be explained. One explanation could be that of the 22 items measured, only the three items (noise level, design, alone/peers) are related to learning style attributes. However, since the descriptions of the learning style provided in the manual would indicate that far more items should be related, it seems reasonable to state that the failure to find significance cou

Category: Psychology - T