The effects of teacher learning modality and student learning modality upon achievement for first graders

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dc.contributor.advisor Wenck, L. Stanley (Lewis Stanley) en_US Palacios, Donna Marie en_US 2011-06-03T19:29:44Z 2011-06-03T19:29:44Z 1985 en_US 1985
dc.identifier LD2489.Z64 1985 .P36 en_US
dc.description.abstract The three purposes of this study were:1. To identify the predominant perceptual modalities from among visual, auditory, kinesthetic, and mixed modalities for first graders;2. To ascertain differences, if any, in cognitive ability levels among the four perceptual modality groups;3. With cognitive ability controlled, to determine the achievement levels in reading, language, and mathematics among the visual, auditory, and mixed modality groups and among students assigned to the teacher modality groups; and to determine the effects on student achievement when student and teacher modalities matched.Perceptual modality, cognitive ability, and achievement data were collected for 165 students in 12 classrooms. Statistical analyses including Chi-square, analysis of variance, and multivariate analysis of covariance were utilized to test five hypotheses. The .05 Alpha level was established to test the statistical significance of the hypotheses.Findings1. Significant differences were found in the percentages of first graders preferring different modalities. The largest percentage of students preferred the visual modalitywhile the smallest percentage preferred the kinesthestic modality.2. Differences in cognitive ability levels among the four perceptual modality groups were not significant.3. With cognitive ability controlled, achievement was not enhanced when student and teacher modality preferences matched. Also, no significant differences in achievement among the student modality groups or among the students assigned to the different teacher modality groups were found.Conclusions1. Differences in preferred perceptual modalities among first graders were identified. The largest group of students preferred the visual modality.2. Significant differences in cognitive ability levels among modality groups did not exist.3. Matching student and teacher modality groups did not enhance achievement. en_US
dc.description.sponsorship Department of Educational Psychology
dc.format.extent 3, v, 89 leaves ; 28 cm. en_US
dc.source Virtual Press en_US
dc.subject.lcsh Learning, Psychology of. en_US
dc.subject.lcsh Performance in children. en_US
dc.subject.lcsh Teacher-student relationships. en_US
dc.title The effects of teacher learning modality and student learning modality upon achievement for first graders en_US Thesis (D. Ed.) en_US
dc.identifier.cardcat-url en_US

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  • Doctoral Dissertations [3210]
    Doctoral dissertations submitted to the Graduate School by Ball State University doctoral candidates in partial fulfillment of degree requirements.

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