A comparison of students' mathematical learning style orientations, general learning style orientations, Scholastic Aptitude Test scores, and grade point averages.
Item
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Title
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A comparison of students' mathematical learning style orientations, general learning style orientations, Scholastic Aptitude Test scores, and grade point averages.
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Identifier
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AAI9000705
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identifier
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9000705
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Creator
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Kelly-Benjamin, Kathleen.
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Contributor
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Adviser: Carol Kehr Tittle
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Date
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1989
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Language
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English
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Publisher
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City University of New York.
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Subject
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Education, Educational Psychology | Education, Tests and Measurements
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Abstract
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The purpose of this study was to explore students' approaches to learning mathematics. This research extended previous studies, which characterized students' general learning style orientations (Entwistle, 1981, Entwistle & Kozeki, 1985), by restricting the inquiry to the domain of mathematics. The study involved first corroborating the original classifications of learning style orientations and then comparing these constructs to the proposed mathematical learning style orientations.;Four hundred twenty seniors from five high schools in the New York City area completed two inventories, during one session. One inventory pertained to students' general learning style orientations. This scale had been previously developed and tested by Entwistle and colleagues. The other inventory, an adaptation of the original, dealt with students' math learning style orientations.;Every student completed both inventories. In addition, the students reported their SAT scores, and general and math grade point averages. Forty-six of the students repeated the session three weeks later, allowing for a reliability measure.;As expected, for the original inventory, the students delineated the three learning style orientations identified by Entwistle. Further, students responded differently to the inventory adapted for math. When answering questions about how they learn math, students reported two main mathematical learning style orientations.;All students reported a higher reproducing orientation for math than when no subject matter was specified. Other variations in the students' responses were associated, in part, with gender and the schools that they attended.;Overall GPA was predicted by the general Reproducing and Achieving Orientations. Math GPA was predicted by the Math Reproducing and Achieving Orientations. Verbal SAT scores were predicted by school, and the Meaning and Reproducing Orientations. Math SAT scores were predicted by school, the Math Meaning and Reproducing Orientations, and gender.;Comparing the responses of the students across the two inventories allowed for the detection of differences between students' general approaches to learning and their approaches towards learning mathematics. The educational implications of this study and suggestions for additional research are discussed.
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Type
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dissertation
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Source
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PQT Legacy CUNY.xlsx
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degree
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Ph.D.
