The present study investigated the impact of learning styles on the academic achievement of secondary school students in Iran. The Kolb Learning Style Inventory (1999) was administered in eight public schools in Tehran. The mean of test scores in five subjects, namely English, science, mathematics, history and geography, was calculated for each student and used as a measure of academic achievement. A total of 285 Grade 10 students were randomly selected as sample of this study. The results of the analyses of variance show that there is a statistically significant difference in the academic achievement of the Iranian students that correspond to the four learning styles [F(3, 285) = 9.52, p < .05]; in particular, the mean scores for the converging and assimilating groups are significantly higher than for the diverging and accommodating groups.
The study investigates the relationship of Malay Language achievement to four attitude/motivation variables from Gardner's socio-educational model: attitudes toward learning situation, motivation, integrative orientation, and instrumental orientation. The socio-educational model of second language acquisition postulates that language learning is a dynamic process in which affective variables influence language achievement. The sample consisted of 318 Grade 10 students in formal classroom settings in Chinese private schools in Kuala Lumpur. The results clearly demonstrated the correlations between language achievement and motivation (Cramers' V= 0.195) are higher than those between achievement and integrative motivation, attitude towards learning situation, integrative orientation, or instrumental orientation. However, the overall results indicate that the correlations between achievement and those variables are weak. Only integrative motivation and motivation show a significant correlation with the Malay Language. In conclusion, the findings basically confirmed Gardner's socio-educational model.
Kajian ini menyelidik penguasaan kemahiran belajar di kalangan pelajar sebagaimana dipengaruhi oleh pengajaran strategi dan latihan semula atribusi. Seratus tiga puluh tiga orang pelajar dari sebuah sekolah terpilih mengambil bahagian dalam kajian ini. Pelajar-pelajar ini membentuk empat kumpulan persampelan rawak yang masing-masing menerima pengajaran strategi dan latihan semula atribusi, pengajaran strategi sahaja, latihan semula atribusi sahaja, dan tiada rawatan. Terdapat kesan utama kumpulan [F(3,87)=4.57, p=.005, η2=.14] dalam min kemahiran belajar selepas rawatan. Terdapat juga kesan interaksi kumpulan dengan tahap pencapaian, jantina, dan kumpulan etnik [F(2,87)=3.07, p=.052, η;2=.07]. Perbincangan dan implikasi kajian dilaporkan bersama. Kata kunci: Pengajaran Strategi, latihan semula atribusi Kajian ini menyelidik penguasaan kemahiran belajar di kalangan pelajar sebagaimana dipengaruhi oleh pengajaran strategi dan latihan semula atribusi. Seratus tiga puluh tiga orang pelajar dari sebuah sekolah terpilih mengambil bahagian dalam kajian ini. Pelajar-pelajar ini membentuk empat kumpulan persampelan rawak yang masing-masing menerima pengajaran strategi dan latihan semula atribusi, pengajaran strategi sahaja, latihan semula atribusi sahaja, dan tiada rawatan. Terdapat kesan utama kumpulan [F(3,87)=4.57, p=.005, η2=.14] dalam min kemahiran belajar selepas rawatan. Terdapat juga kesan interaksi kumpulan dengan tahap pencapaian, jantina, dan kumpulan etnik [F(2,87)=3.07, p=.052, η2=.07]. Perbincangan dan implikasi kajian dilaporkan bersama. Key words: Learning strategies, strategy instruction, attribution retraining
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