Learning Styles among Gifted/Talented Students: Instructional Technique Preferences

Abstract

The Learning Styles Inventory and the Nowicki-Strickland Locus of Control Scale for Children were administered to 300 fourth, fifth, and sixth grade gifted/talented students in New York and Connecticut and to 283 students from the general population. Other test score information was obtained from student records. It was found that (a) gifted students and students of the general population differ overall with respect to learning style; (b) the learning style variables contributing most to the difference between the two groups were lecture, independent study, discussion, and projects; and (c) grade level, sex, locus of control, and favorite subject significantly affect learning style preferences. It was concluded that there seems to be a preference among gifted/ talented students for those instructional methods emphasizing independence, while students of the general population seem to prefer instructional methods with somewhat more structure.

World Council for Gifted and Talented Children

“…These results corresponded to research showing that gifted students typically preferred simulations, projects, and teaching games to non-gifted students (Dunn & Griggs, 1985;Ristow et al, 1986;Stewart, 1981). Gifted Korean American students' preference for flexibility and independence also reflects their desired for opportunities for self-determination and selfselection of learning experiences.…”

“…For example, gifted students tend to demonstrate independence, internal locus of control, persistence, perceptual strengths, nonconformity, task commitment, and high selfmotivation (Dunn & Griggs, 1985). Gifted students have been found to prefer independent study and discussion while non-gifted peers prefer lectures and class projects (Ristow, Edeburn, & Ristow, 1986;Stewart, 1981;Wasson, 1981).…”

“…For example, gifted students tend to demonstrate independence, internal locus of control, persistence, perceptual strengths, nonconformity, task commitment, and high selfmotivation (Dunn & Griggs, 1985). Gifted students have been found to prefer independent study and discussion while non-gifted peers prefer lectures and class projects (Ristow, Edeburn, & Ristow, 1986;Stewart, 1981;Wasson, 1981).A student's socialization into a value system will reward some styles more than others. Rewarding students for using preferred styles on tasks is likely to lead to a greater display of the rewarded styles (Sternberg & Grigorenko, 1997).…”

Learning style preferences: A practical approach for classroom teachers

“…Other findings with regard to the LSI are reported by Stewart (1979) and Wasson (1980). Stewart investigated the difference in preferred learning style between gifted students and students in the general population.…”

Learning style: State of the science

“…Whereas underachievers need mobility and intake while learning, the gifted can sit for long periods of time without eating, drinking, smoking, or chewing. It is important to remember, however, that individual differences do exist among those two populations despite group trends (Carruthers & Young, 1980;Cody, 1983;Cross, 1982;Dunn, 1981;Dunn, Cavanaugh, Eberle, & Zenhausern, 1982;Price, Dunn, & Sanders, 1981;Kreitner, 1981;Lynch, 1981;Murray, 1980;Stewart, 1981;Wasson, 1980;Weinberg, 1983;Wingo, 1980).…”