Examined whether learning might be enhanced by employing instructional methods which differ in design and use as a function of learner characteristics. 2 separate subject-matter areas which represent 2 distinctly different learning situations were selected for investigation. 2 separate courses were developed for each subject-matter area. 1 reflects an inductive instructional approach and the other a deductive method. Each of the 4 courses was administered to 55-60 Navy enlisted men. 28 measures of aptitude, interest, and personality were obtained on each S. The primary finding is the significant (p < .001) interaction among instructional methods, learner characteristics, and subject matters. This strongly supports the existence of learning styles. (21 ref.)
Examined whether learning can be enhanced by employing instructional treatments differing in design and use as a function of learner characteristics. 6 experimental courses were developed reflecting different combinations of inductive and deductive teaching methods, rote and understanding types of learning, and 2 different subject matters. Achievement test scores following instruction were correlated with the 39 aptitude, interest, and achievement measures obtained on 353 Navy enlisted men. A statistically significant interactive relationship was found between learner anxiety and method of instruction which was consistent across the 2 subject matters and the 2 types of learning. (15 ref.)
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