To passively match or to actively change: Evaluation of studies and some thinking on matching instruction to student learning style

Type :

Presentation

Pages :

6 pages

Format :

.doc

Published date :

02/05/2009

Category :

Social studies

Sub category :

Educational studies

Oboulo.com selection criteria

$ 12.95 Add to cart

Summary :

Introduction.
The term instruction.
Evaluation of Minotti's, Spoon and Schell's Research.
1. Aim of the research.
2. Participant recruitment and assignment procedure.
3. Spoon & Schell's study.
4. The measuring instruments Minotti selected.
5. The Principles of Adult Learning Scale.
6. Analysis of Variance.
Threats to validity of Minotti's and Spoon & Schell's studies.
Conclusions and pedagogical recommendations.
References.

Abstract

The term instruction refers to education (teaching of knowledge) or teaching (a form of instruction). Applying the knowledge concerning learning style in educational area, it's assumed that matching instruction to students' learning style would make the instruction more effective; on the contrary, if mismatch it may lead to student boredom, problems with motivation, and lack of achievement (Driscoll, 2007). To date, a plethora of scholars and researchers provided practical insights or experimented on this hypothesis, provided ways in which learning style theory can take effect in and out of the classroom to improve students' learning. Dunn and Dunn (1978) claimed that students may score higher on tests, have better attitudes, and be more efficient if they are taught under conditions the teaching methods used match their preferred learning styles. This identification of the relationship between achievement and matching instruction to individual learning style has its consistent proponents, whereas the alleged basis for these proposals has been extensively criticized by many educational psychologists and neuroscientists; very little empirical evidence was found to support this construct; repeatedly most experimental efforts to approve this hypothesis have failed to show any advantage of matched instruction over mismatched one.