![Findings/InterpretationsWhat do students who changed their methods have to say about it?“WHERE WERE YOU FOUR YEARS AGO?? This would helped me on so many tests in the past!”“[This] opened up my eyes to new ways to study” “I didn’t realize that there were some strategies that I wasn’t using that would actually help me”](https://image.slidesharecdn.com/mrppresentation-110527133008-phpapp01/85/Mrp-presentation-10-320.jpg)
Mrp presentation
- 1. Stacey Meyer St. Mary’s College of MarylandM.A.T. 2011Learning Styles and Study HabitsTeaching Students to Take Control of their Own Learning
- 2. ParticipantsAP Environmental Science Class11th-12th grade students 23 students in the class 20 White, 3 minority 4 students in the FARMS program
- 3. ProblemFew study methodsIneffective studyingMismatch between preferences & methods
- 4. Literature ReviewLearning styles are composed of up to 21 elementsWhen learning styles and instruction are matched, students achieve, feel more confident, and even enjoy learning!Students can be taught to work with their strengths and match their learning style preferences while studying.
- 5. Research QuestionsHow do AP Environmental Science students study?Do their methods of study match their learning style preferences?Will students adjust their study methods to match their preferences if taught how to?What do students who changed their methods have to say about it?
- 6. Methods
- 7. Findings/InterpretationsHow do AP Environmental Science students study?To study for pretest & chapter quizzes most outlined, some read the chapter, and a few tried other methods like self-quizzing.
- 8. Findings/InterpretationsDo their methods of study match their learning style preferences?Yes and NoReported tactile/kinesthetic preferences but used outlines as their main study method. Even students matched preferences could improve effectiveness
- 9. Findings/InterpretationsWill students adjust their study methods to match their preferences if taught how to?Few changes made when studying for pretests Several changes when studying for chapter quizzesMore reading (p<0.05)Less reliance on outlines (p<0.001)New Strategies usedQuizlet(p<0.05)Self-quizzing (p<0.05)Text Annotations, task cards, webs/concept maps
- 10. Findings/InterpretationsWhat do students who changed their methods have to say about it?“WHERE WERE YOU FOUR YEARS AGO?? This would helped me on so many tests in the past!”“[This] opened up my eyes to new ways to study” “I didn’t realize that there were some strategies that I wasn’t using that would actually help me”
- 11. Findings/Interpretations20/21 agreedknowing more about how they learn will help them study better & perform better on quizzes21/21 reportedlearning new study tools/methods was helpful 21/21 believedUsing these new study tools will help them perform better on tests/quizzes. On the posttest more students felt that they studied effectively.p<0.05
- 12. ConclusionsAlthough some high school students may be aware of their preferences, they may not know HOW to work to their strengths. If students are encouraged to try out a variety of study strategies they can discover which methods work well with their preferences. Students will take the new strategies that they learn and use them in your class, in other classes, and in the future!
- 13. LimitationsSmall sample sizeSpecific courseLearning Styles IndexQuizlet bias
- 14. Practical Application/Future ResearchStart out earlier in the year Longer study/interventionTrack grades with methods
- 15. ReferencesBoström, L., & Lassen, L. M. (2006). Unraveling learning, learning styles, learning strategies and meta-cognition. Education+ Training, 48(2/3), 178-189.Callan, R. J. (1996). Learning styles in the high school: A Novel Approach. NASSP Bulletin, 80(577), 66-71.Carns, A. W., & Carns, M. R. (1991). Teaching study skills, cognitive strategies, and metacognitive skills through self-diagnosed learning styles. School Counselor, 38(5), 341. doi:ArticleCharkins, R. J., O'Toole, D. M., & Wetzel, J. N. (1985). Linking teacher and student learning styles with student achievement and attitudes. Journal of Economic Education, 16(2), 111-120. doi:ArticleDunn, R. (1990, October). Rita Dunn answers questions on learning styles. Association for Supervision & Curriculum Development. Retrieved from http://search.ebscohost.com/login.aspx?direct=true&db=tfh&AN=9107012278&site=ehost-liveDunn, R., Griggs, S., Olson, J., Beasley, M., & Gorman, B. (1995). A meta-analytic validation of the Dunn and Dunn model of learning-style preferences. The Journal of Educational Research, 88(6), 353-362.Dunn, R., Honigsfeld, A., Doolan, L. S., Bostrom, L., Russo, K., Schiering, M. S., Suh, B., et al. (2009). Impact of learning-style instructional strategies on students' achievement and attitudes: Perceptions of educators in diverse institutions. Clearing House: A Journal of Educational Strategies, Issues and Ideas, 82(3), 135-140.Hong, E., Milgram, R. M., & Rowell, L. L. (2004). Homework motivation and preference: A learner-centered homework approach. Theory into practice, 43(3), 197-204.Lovelace, M. K. (2005). Meta-analysis of experimental research based on the Dunn and Dunn model. Journal of Educational Research, 98(3), 176-183. doi:ArticleMarino, J. F. (1993). Homework: A fresh approach to a perennial problem. Momentum, 24(1), 69-71.