Academic Achievement of Students with Different Learning Styles
By Alireza JilardiDamavandi, Rahil Mahyuddin, H. Elias, Shafee Mohd Daud, Jafar Shabani. 2011
98 citations recorded by the source corpus.
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.
Subfields: Developmental and Educational Psychology, Education, Social Psychology
View Paper: https://www.semanticscholar.org/paper/177d3d734e5a3e0ed70045367572a1d05f9b284c
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In Developmental and Educational Psychology
In Education
In Social Psychology
Citations in the corpus
- Assessing Experiential Learning Styles: A Methodological Reconstruction and Validation of the Kolb Learning Style Inventory (2013, background): “Research appears to support Kolb's theory and the existence of the proposed learning styles (e.g., Abdulwahed & Nagy, 2009; JilardiDamavandi et al., 2011; Massey et al., 2011).”