A Study of the Perceptual Learning Styles of Fifth and Sixth Grade Remedial and Non-Remedial Math Students

Date of Graduation

Fall 1983

Degree

Master of Science in Education in Literacy

Department

Reading, Foundations, and Technology

Committee Chair

James Layton

Abstract

One purpose of this study was to determine if there was a significant difference in the perceptual learning styles of remedial and non-remedial mathematics students. A further purpose was to determine if there were any combinations of learnings style variables and mathematics subtest scores that would serve as significant predictors of remedial or non-remedial group placement. Also investigated was the ability of students to accurately identify their perceptual learning strengths by using a self-reporting perceptual preference survey. Participants in the study were fifty-eight students in grades five and six. They attended a rural southwest Missouri elementary school. Instruments used in the study include the Iowa Tests of Basic Skills, Mathematics subtest, a standardized achievement test; the Swassing-Barbe Modality Index, a test to measure perceptual strengths; and the Learning Style Questionnaire, Perceptual Preferences subtest, a self-reporting survey used to identify self-perceived perceptual preferences. No significant difference was found between the perceptual learning styles of remedial and non-remedial mathematics students. There were no significant predictors of remedial or non-remedial group placement, and only about half of the students were able to identify even a portion of their perceptual strengths, with less than twenty percent being completely accurate.

Subject Categories

Other Education

Copyright

© Janice E Hemen

Citation-only

Dissertation/Thesis

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