Impact of Learning-Style Instructional Strategies on Students' Achievement and Attitudes: Perceptions of Educators in Diverse Institutions

Dunn, Rita; Honigsfeld, Andrea; Doolan, Laura Shea; Boström, Lena; Russo, Karen; Schiering, Marjorie; Suh, Bernadyn K.; Tenedero, Henry

doi:10.3200/tchs.82.3.135-140

Cited by 59 publications

(38 citation statements)

References 8 publications

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“…Regarding Ehrman et al's opinions and the findings of the present study, it can be mentioned that in a language learning environment where learners' learning styles are taken into account, their self-efficacy will increase accordingly. Furthermore, this finding parallels the results obtained by Dunn et al (2009), indicating that knowledge of learning styles improves students' self-efficacy towards their abilities and enhances their learning as a result of their increased efforts.…”

Section: Discussion On the Second Hypothesissupporting

confidence: 77%

“…It is then appropriate to mention that this particular result of the study confirms the opinions of researchers such as Dunn, R. S. and Dunn, K. J. (1979); Dunn et al (1995); Dunn et al (2009);Given (1996), and Lovelace (2005). These studies assert that teaching that matches individual learning style preferences enhances learning and improves student achievement and motivation.…”

Section: Discussion Of the First Hypothesissupporting

confidence: 69%

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The Effects of Learning-Style Based Activities on Students’ Reading Comprehension Skills and Self-Efficacy Perceptions in English Foreign Language Classes

Balcı

2017

HES

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This study investigated the effects of learning-style based activities on students' reading comprehension skills and self-efficacy perceptions in English foreign language classes. A quasi-experimental, matching-only pretest-posttest control group design was utilized. The study was conducted with freshmen university students majoring in Elementary Mathematics Education at Necmettin Erbakan University in the fall semester of academic year 2012-2013. English was one of their compulsory courses and their self-reported language level was A1/A2 in terms of the self-assessment grid included in the Language Passport which is one of the three components of the European Language Portfolio. A total of 39 students in the experimental group and 39 in the control group participated in the study. The learning-style based activities were implemented in the experimental group, while the control group continued with routine classroom instruction without any attention to their learning styles. Both groups received three one-hour sessions weekly, for a total of eight weeks. Both the Reading Comprehension post-test scores and the Self-Efficacy Scale for English post-test scores were significantly different in favor of the experimental group. Also, a significant moderate positive correlation was found between English reading comprehension achievement and English self-efficacy. It can be concluded that learning-style based activities enhanced reading comprehension skills and English self-efficacy perceptions during this study.

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Section: Discussion On the Second Hypothesissupporting

confidence: 77%

Section: Discussion Of the First Hypothesissupporting

confidence: 69%

The Effects of Learning-Style Based Activities on Students’ Reading Comprehension Skills and Self-Efficacy Perceptions in English Foreign Language Classes

Balcı

2017

HES

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“…The ultimate responsibility of utilizing culturally responsive practices for students with disabilities lies with the classroom teacher (Gay, 2002;Smith, 2009). However, teacher preparation programs must accept a level of responsibility for the lack of preparing teachers to implement and sustain culturally responsive practices (Dunn et al, 2009;Parrish & VanBerschot, 2010;Smith, 2009) to impact the outcomes of students with disabilities.…”

Section: Discussionmentioning

confidence: 99%

“…Smith (2009) noted that "the success or failure of multicultural education depends upon the effective preparation of teachers" (p. 45). Studies go on to show that it is important that teacher preparation programs explore innovative ways to infuse experiences of cultural diversity into their curriculum to widen teachers' experiences with diversity (Dunn et al, 2009;Parrish & VanBerschot, 2010) to positively impact students' performance in the classroom.…”

Section: Culturally Responsive Teachingmentioning

confidence: 99%

“…For students with disabilities, predominantly those of color in special education classrooms, the quality of their education can be improved by teachers using educational programs which reflects cultural heritages, perspectives, experiences, and instructional practices (Gay, 2010). Research indicates that in order for teachers to accomplish these effective practices, better preparation of teachers who can apply culturally diverse practices must first be addressed in teacher preparation programs (Dunn et al, 2009;Ford, 2010;Ford & Kea, 2009;Kaufman & Rosenbaum, 1992;Ladsons-Billings, 1991). As a result of this research and these initiatives, postsecondary institutes are positioning themselves to restructure and evaluate their existing teacher preparation programs to better prepare preservice teachers in the use of culturally and linguistically diverse evidence-based practices.…”

Section: Background Literaturementioning

confidence: 99%

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An Evaluation of Culturally Responsive Practices in Special Education Program for Preservice Educators

Scott¹,

Alexander²,

Fritton³

et al. 2014

JCT

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Meeting the needs of students from culturally and linguistically diverse backgrounds is a serious concern that schools are facing. This article describes an evaluation of embedding culturally and linguistically diverse evidence-based practices in a master's program for teacher candidates seeking endorsement in special education. A cooperative-agreement was developed between one urban university and the U.S. Department of Education's Office of Special Education Programs (OSEP) to focus on infusing culturally and linguistically diverse evidence-based practices in a teacher preparation program. This study employed a mixed-method approach to describe the methodology, instrumentation, and progress made towards program improvements related to culturally diverse practices are discussed. Results suggest that while more opportunities for improvements to the program structure and program evaluation data collection are necessary, candidates are showing some evidence of improving skills related to culturally and linguistically diverse evidence-based practices. Although preliminary, the project methods of program revision provide helpful information for other programs on program revision and provide insight on the evaluation of program updates and interventions.

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Constructivist Learning Theory and Creating Effective Learning Environments

Zajda

2021

Globalisation, Comparative Education and Policy Research

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Impact of Learning-Style Instructional Strategies on Students' Achievement and Attitudes: Perceptions of Educators in Diverse Institutions

Cited by 59 publications

References 8 publications

The Effects of Learning-Style Based Activities on Students’ Reading Comprehension Skills and Self-Efficacy Perceptions in English Foreign Language Classes

The Effects of Learning-Style Based Activities on Students’ Reading Comprehension Skills and Self-Efficacy Perceptions in English Foreign Language Classes

An Evaluation of Culturally Responsive Practices in Special Education Program for Preservice Educators

Constructivist Learning Theory and Creating Effective Learning Environments

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