stacey meyer mrp

8/9/2019 Stacey Meyer MRP

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RUNNING HEAD: LEARNING STYLES AND STUDY HABITS: TEACHING STUDENTS TO TAKE CONTROL OF

THEIR OWN LEARNING

Learning Styles an St!y Ha"its:

Tea#$ing St!ents t% Ta&e C%ntr%l %' t$eir

O(n Learning

Sta#ey )* )eyer

S!"+itte "y: Be,erly D* Baling(ay

S!"+itte t% : Sir D%n Le%nar% Da#!+%s

Date: N%,e+"er -./01-2


2/23

0

LEARNING STYLES AND STUDY HABITS

A"stra#t

In t$is st!y I e3a+ine t$e 4%tential '%r !sing learning styles in,ent%ry ata t% $el4 A,an#e 5la#e+ent En,ir%n+ental

S#ien#e st!ents (%r& t% t$eir strengt$s an st!y +%re e''e#ti,ely* Resear#$ers in 4re,i%!s st!ies '%!n t$at ($en

st!ents (ere ta!g$t $%( t% a##%++%ate t$eir %(n learning style 4re'eren#es/ t$eir #%n'ien#e/ attit!e/ an a#ae+i#a#$ie,e+ent i+4r%,e 6B%str7+ 8 Lassen/ 0119 D!nn et al*/ 011; L%,ela#e/ 011

st!y $a"its !sing a 4retest an st!ent inter,ie(s an t$en i+4le+ente an inter,enti%n in ($i#$ I ta!g$t st!ents ne(

st!y te#$ni?!es "ase %n t$eir 4er#e4t!al 4re'eren#es* A'ter t$e inter,enti%n/ I !se a 4%sttest an +%re st!ent

inter,ie(s t% eter+ine i' st!ents #$ange t$eir st!y $a"its an re#%r $%( t$ey 'elt a"%!t t$ese #$anges* )y st!ents

rea#te 4%siti,ely t% t$is inter,enti%n/ re4%rting t$at it (as $el4'!l an t$at t$ey (%!l #%ntin!e t% !se t$eir ne( strategies*

Keywords:St!y s&ills/ learning styles/ learning style 4re'eren#es


In t$is st!y I e3a+ine t$e 4%tential '%r !sing learning styles in,ent%ry ata t% tea#$ st!ents $%( t% +a&e

a##%++%ati%ns t$at #ater t% t$eir 4re'eren#es ($ile st!ying an #%+4leting $%+e(%r&* W$en st!ents are 4r%,ie

(it$ in'%r+ati%n an t%%ls t% $el4 t$e+ (%r& t% t$eir strengt$s t$eir #%n'ien#e/ attit!e/ an a#ae+i# a#$ie,e+ent +ayi+4r%,e

6B%str7+ 8 Lassen/ 0119 A* W* Carns 8 )* R* Carns/ -;;- C$ar&ins/ O@T%%le/ 8 Wetel/ -;


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LEARNING STYLES AND STUDY HABITS 3

T$e ter+ learning stylere'ers t% t$e (ay in ($i#$ an ini,i!al #%n#entrates %n/ 4r%#esses/ internalies/ an retains ne(

an i''i#!lt in'%r+ati%n 6D!nn et al*/ 011;=* T$e +%st #%++%nly !se learning style in,ent%ry (as e,el%4e "y

Kennet$ an Rita D!nn 6L%,ela#e/ 011


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6B%str7+ 8 Lassen/ 0119 B!r&e 8 D!nn/ 0110=* In %ne st!y/ $ig$ s#$%%l st!ents (ere gi,en t$eir learning style

in,ent%ry re4%rts an t$ey t$en !se t$at in'%r+ati%n t% a!st t$eir st!y te#$ni?!es an 4er'%r+ "etter %n e3a+s 6Callan/

-;;9=* Rita D!nn is#!sse t$e "ene'its %' learning style "ase instr!#ti%n in an inter,ie(* S$e e34resse t$at/ ($en

s$%(n $%( t% st!y an % $%+e(%r& t$r%!g$ t$eir learning style strengt$s/ +any st!ents e+%nstrate signi'i#ant

in#reases in a#ae+i# a#$ie,e+ent an i+4r%,e attit!es 6D!nn/ -;;1=*

I' n%t all st!ents learn in t$e sa+e (ay/ it s$%!l "e int!iti,e t$at n%t all +et$%s %' st!ying (ill "e !ni,ersallye''e#ti,e 6Geiser/ 0111=* Alt$%!g$ s%+e st!ents +ay "e a(are %' t$eir %(n styles/ t$ey +ay n%t &n%( $%( t% e''e#ti,ely

!tilie t$eir strengt$s* H%ng et al* 60112= '%!n t$at a ga4 e3ists "et(een t$e learning #%niti%ns t$at st!ents 4re'er an

($at t$ey a#t!ally % ($ile st!ying an #%+4leting $%+e(%r&* Resear#$ers $a,e e3a+ine t$e e''e#ts %' !sing a

learning style #entere a44r%a#$ t% $%+e(%r& %n st!ent attit!es an a#$ie,e+ent* In %ne st!y ($ere resear#$ers

e3a+ine t$e e''e#ts %' learning style "ase $%+e(%r& 4res#ri4ti%ns %n a#$ie,e+ent %' +ile s#$%%l st!ents/ t$ey

'%!n t$at st!ents in gr%!4s (it$ learning style "ase $%+e(%r& 4res#ri4ti%ns s$%(e larger gains t$an st!ents in t$e

#%ntr%l gr%!4 t$at i n%t $a,e $%+e(%r& 4res#ri4ti%ns* St!ents in t$e learning style "ase gr%!4 s$%(e signi'i#ant

gains in &n%(lege in reaing/ +at$/ s#ien#e/ an s%#ial st!ies in #%+4aris%n t% t$e #%ntr%l gr%!4 651*11-=* T$ese

st!ents als% #%n,eye a +%re 4%siti,e attit!e t%(ars $%+e(%r& 6)in%tti/ 011


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Purpose

I '%!n resear#$ %n t$e 4%siti,e e''e#ts %' +at#$e learning style 4re'eren#es t% "e e3tre+ely #%+4elling* I

s!s4e#t t$at %ne %"sta#le t$at 4re,ents s#$%%ls 'r%+ a%4ting t$is a44r%a#$ in #lassr%%+s e,ery($ere +ay "e t$e

4er#ei,e "!ren %n e!#at%rs t% 4r%,ie s% +!#$ i''erentiati%n* I 4r%4%se t$at %ne (ay t% +at#$ learning style

4re'eren#es (it$%!t +%n!+ental e''%rt %n t$e 4art %' #lassr%%+ tea#$ers is t% 4r%,ie st!ents (it$ t$e s&ills t$ey nee t%

ta&e #%ntr%l %' t$eir %(n learning* T$is #%!l "e a##%+4lis$e "y 4r%,iing st!ents (it$ in'%r+ati%n %n t$eir %(n

4re'eren#es an ta&ing s%+e ti+e t% initially tea#$ st!ents strategies t$at all%( t$e+ t% (%r& t% t$eir strengt$s* I

in,estigate t$is "y analying t$e st!y te#$ni?!es %' A5 En,ir%n+ental S#ien#e st!ents an 4r%,iing t$e+ (it$

in'%r+ati%n an t%%ls #atere t% t$eir s4e#i'i# learning 4re'eren#es* I "elie,e t$at st!ents (ill !se t$e in'%r+ati%n an

t%%ls 4r%,ie t% i+4r%,e t$eir st!y te#$ni?!es ($i#$ +ay lea t% in#rease test s#%res an i+4r%,e attit!es t%(ar

st!ying*

Research Questions:

-* H%( % A5 En,ir%n+ental S#ien#e st!ents st!yP

0* D% st!ents #!rrent st!y +et$%s +at#$ t$eir %(n learning style 4re'eren#esP

* I' gi,en in'%r+ati%n %n t$eir 4re'eren#es an st!y +et$%s lin&e t% 4re'eren#es(ill st!ents #$ange t$eir st!y

$a"itsP

2* F%r st!ents ($% #$ange t$eir st!y $a"its in res4%nse t% in'%/ ($at % t$ey $a,e t% say a"%!t t$eir ne( st!y $a"itsP

Methods

In %rer t% aress +y '%!r resear#$ ?!esti%ns/ I #%n!#te a#ti%n resear#$* )y st!y >initial st!y $a"its/

eter+ining st!ent learning style 4re'eren#es/ an >initial +et$%s t% t$eir 4re'eren#es* T$en/ I inter,ene "y 4r%,iing

st!ents (it$ ne( in'%r+ati%n %n $%( st!y ($ile (%r&ing witht$eir 4re'eren#es/ an eter+ining $%( t$is inter,enti%n

e''e#te st!ents* T$e e''e#ts %' t$e inter,enti%n (ere assesse !sing 4re an 4%sttest s!r,eys an "rie' st!ent inter,ie(s

"e'%re an a'ter t$e inter,enti%n*


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Ta"le -

Data Collection Plan

Data Collection 1 Data Collection 2 Data Collection

Research Question

1! "ow do #P

$nvironmental %cience

students stud&'

5retest s!r,ey %' st!y

+et$%s

Brie' st!ent inter,ie(s

64reinter,enti%n=

2!Do students current Learning Styles C%+4are LSI res!lts t% C%+4are LSI res!lts t% stud&methods match In,ent%ry 4retest res4%nses st!ent inter,ie( res4%nses

their own learnin( st&le pre)erences'

! *) (iven in)ormation on 5%sttest s!r,ey res!ltstheir pre)erences and stud& methods linked

to pre)erences++will students chan(e their

stud& ha,its'

Brie' st!ent inter,ie(s

64%stinter,enti%n=

-!For students who 5%sttest s!r,ey res!lts Brie' st!ent inter,ie(s

chan(e their stud& 64%stinter,enti%n=

ha,its in response to in)o. what do

the& have to sa& a,out their new

stud& ha,its'

Note. Data collection plan showing how my data collection methods contributed to each of my four researchquestions.%ta(e 1: $/istin( %tud& "a,its0%kills

I "egan t$is st!y "y !sing a 4retest an st!ent inter,ie(s t% s!r,ey st!ent st!y $a"itss&ills 4ri%r t%

inter,enti%n* T$e ?!esti%ns %n t$e 4retest (ere esigne t% aress Resear#$ !esti%n - an t$e res!lts (ere als% !se t%

aress Resear#$ !esti%n 0* T$e 4!r4%se %' t$e 4retest s!r,ey (as t% eter+ine $%( +y st!ents st!ie 4ri%r t% +y

inter,enti%n* A learning styles s!r,ey (as als% !se t% $el4 ans(er Resear#$ !esti%n 0* I #reate a learning styles

s!r,ey "ase %n ?!esti%ns !se in t$e D!nn an D!nn Learning Styles Ine3 601-1=* T$is ine3 tests '%r 0- as4e#ts %'

st!ent learning styles a#r%ss 'i,e #ateg%riesQen,ir%n+ental/ e+%ti%nal/ s%#i%l%gi#al/ 4sy#$%l%gi#al/ an 4$ysi%l%gi#al* I

#$%se t% esign +y s!r,ey "ase %n t$is ine3 "e#a!se it $as "een (iely teste an $as "een s$%(n t% 4r%!#e ,ali an

relia"le res!lts 6D!nn 8 D!nn/ -;;0 D!nn et al*/ 011;=* A 4retest (as ne#essary in aiti%n t% t$e Learning Styles Ine3


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6LSI= "e#a!se t$e LSI ai+e t% !n#%,er learn ($ile t$e 4retest s$%(e ($at strategies t$ey (ere a#t!ally !sing t% st!y

an learn*

E3a+ining t$ese t(% +eas!res t%get$er 4r%,ie a +eans t% #%+4are st!ent>initial 4ra#ti#es 64reinter,enti%n= against

t$eir 4res#ri"e LSI 4re'eren#es* T$e 'inal ste4 in t$is stage %' t$e inter,enti%n (as t% #%n!#t "rie'/ in'%r+al inter,ie(s

(it$ st!ents t% gat$er +%re ata %n $%( st!ents 4re4are '%r assess+ents in A,an#e 5la#e+ent En,ir%n+ental

S#ien#e* I 4ri+arily as&e ?!esti%ns 4ertaining t% Resear#$ !esti%n -*

%ta(e 2: *ntervention

A'ter #%+4iling an e,al!ating t$e res!lts %' t$e 4retest/ LSI 4r%'iles/ an inter,ie(s/ I #%n!#te st!y s&ills

inter,enti%ns "ase %n t$%se res!lts* W$en I #%+4are st!ents 4retest s!r,ey res!lts an t$eir LSI 4r%'iles I '%!n t$at

+%st st!ents (ere alreay a##%++%ating '%r t$eir %(n en,ir%n+ental an 4$ysi%l%gi#al 4re'eren#es an t$at

+is+at#$es see+e +%re 4re,alent '%r 4er#e4t!al 4re'eren#es* I i,ie +y st!ents int% t$ree i''erent 4er#e4t!al

gr%!4s t$%se t$at 4re'erre t% rea 6,is!al=/ t$%se t$at 4re'erre ta#tile&inest$eti# learning/ an t$%se t$at see+e t%

4re'er t% !se a ,ariety %' +et$%s* Fr%+ t$ere I #reate si3 gr%!4s t% &ee4 > ini,i!al learner 4r%'iles 6"ase %n LSI

res!lts= in t$eir s+all gr%!4s an 4r%,ie t$e+ (it$ st!y strategies "ase %n t$eir 4re'eren#es* T$ese strategies (ere

e+%nstrate an istri"!te t% ea#$ gr%!4 %' st!ents %,er t$e #%!rse %' t$ree (ee&s* Han%!ts '%r ea#$ gr%!4 s$%(ing

t$e #%+4ilati%n %' t$ree (ee&s %' strategies #an "e seen in A44eni3 D*

%ta(e : $valuation

A44r%3i+ately '%!r an %ne $al' (ee&s 4asse "et(een t$e start t$e inter,enti%n an t$e #%n#l!si%n %' t$e st!y*

St!ents $a +any %44%rt!nities t% i+4le+ent t$eir strategies "e#a!se '%!r 4retests an t$ree #$a4ter ?!ies (ere

a+inistere !ring t$ese '%!r an %ne $al' (ee&s*

In %rer t% e,al!ate t$e e''e#ti,eness %' t$e inter,enti%n an ans(er Resear#$ !esti%ns an 2 I a+inistere a 4%sttest

s!r,ey an #%n!#te +%re st!ent inter,ie(s* I t$en #%+4are t$e 4retest res!lts an 4%sttest res!lts t% l%%& '%r #$anges

in st!y s&ills$a"its an e3a+ine t$ese a##%ran#e (it$ t$eir LSI res!lts* I !se "rie' st!ent inter,ie(s t% gat$er

'!rt$er in'%r+ati%n %n $%( st!ents 'elt a"%!t t$e LSI an st!y s&ills inter,enti%n 6Resear#$ !esti%n 2=*

Findings & Discussion ow do!P "n#ironmental $cience $tudents $tudy%

St!ent res4%nses %n t$e st!y s&ills 4retest 6A44eni3 A= re,eale t$at st!ents rea t$e #$a4ter/ #reate

%!tlines/ t%%& "!llete n%tes/ an ?!ie t$e+sel,es in %rer t% 4re4are '%r 4retests in A5 En,ir%n+ental S#ien#e*

O!tlining (as "y 'ar t$e +%st #%++%n +et$% %' st!y '%r 4retests 6Ta"le 0=* F%r #$a4ter ?!ies/ +%st st!ents re4%rte

t$at t$ey !se %!tlining t% st!y 6Ta"le 0=* Ot$er +et$%s %' st!y re4%rte in#l!e reaing t$e #$a4ter/ ta&ing "!llete

n%tes/ +a&ing 'las$#ars/ an !sing iagra+s4i#t!res* T$ese res!lts (ere largely #%rr%"%rate "y 4reinter,enti%n

inter,ie(s* Ten %' t(el,e st!ents inter,ie(e ini#ate t$at t$ey st!ie !sing %!tlines* F%!r st!ents ini#ate t$at

t$ey (ere intereste in !sing 'las$#ars %r (e"s instea %' %!tlines an %ne st!ent ($% re4%rte !sing %!tlines a+itte

t$at s$e (as !ns!re t$at t$ey (%r&e*

Ta"le 0

$tudent eports of $tudy 'ethods (sed for Pretests and Chapter )ui**es Prior to the +nter#ention

)et$% %' St!y 5retests C$a4ter !ies

Rea t$e #$a4ter

)a&e an %!tline -. -;

B!llete n%tes < 0

)a&e Flas$#ars 1 -


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Dra( 4i#t!resiagra+ 1 -1

)a&e C$artsgra4$i# %rganiers 1 1

Sel' !i 0 1

Te3t Ann%tati%ns 1 1

Sti#&y N%tes 1 1

Tas& Cars 1 1

!ilet 1 1

)%elsiagra+s 1 1

Te3t !esti%ns 1 1

D%n@t St!y - -

Ot$er 1 -

O+it 1 -

Note. T$is ta"le s$%(s a #%+4aris%n %' st!y +et$%s st!ents !se t% 4re4are '%r 4retests an #$a4ter ?!ies4ri%r t% t$e inter,enti%n* 6n 0-=

O,erall/ I '%!n t$at +%st st!ents !se %!tlines t% st!y* T$is (as n%t s!r4rising "e#a!se t$is (as t$e %nly

+et$% %' n%teta&ingst!ying t$at (as a,%#ate "y t$e #lassr%%+ tea#$er 4ri%r t% +y inter,enti%n* Base %n 4re

inter,enti%n inter,ie(s/ I "elie,e t$at st!ents $a e34l%re 'e( st!y +et$%s %!tsie %' reaing t$e #$a4ter an

%!tlining "e#a!se si3 %' t$e st!ents ($% re4%rte !sing %!tlines t% st!y als% re4%rte t$at t$at t$ey (ere n%t satis'ie

(it$ t$eir ?!i graes in t$e #%!rse* I' st!ents %nly re4%rte !sing %ne +et$% %' st!ying an (ere issatis'ie (it$

t$eir graes/ t$ey +ay $a,e #%ntin!e !sing t$at +et$%/ t$%!g$ it (as ine''e#ti,e/ "e#a!se it is t$e %nly +et$% (it$

($i#$ t$ey (ere 'a+iliar*

Do students current study methods match their own learning style preferences%

LSI res!lts t% t$eir st!y s&ills 4retest res!lts I '%!n t$at +%st st!ents (ere a##%++%ating t$eir %(n 4re'eren#es '%r

ele+ents s!#$ as ti+e %' ay/ seating/ inta&e/ s%!n/ tas& 4ersisten#e/ an s%#i%l%gi#al 4re'eren#e* )%st +is+at#$es

%##!rre (it$ regar t% 4er#e4t!al 4re'eren#es* F%r instan#e/ st!ents ($% (ere ta#tile&inest$eti# learners (ere trying t%

st!y !sing %nly %!tlines %r reaing* Alt$%!g$ -< %' 0- st!ents re4%rte t$at ta&ing t$e learning styles ?!esti%nnaire (as

$el4'!l/ %nly si3 %' t(el,e st!ents ($% (ere inter,ie(e 4%stinter,enti%n re4%rte t$at t$ey learne s%+et$ing &ne(

a"%!t t$e+sel,es as learners*

Base %n t$is e,ien#e/ I "elie,e t$at +any %' +y st!ents (ere a(are %' t$eir %(n learning style 4re'eren#es

4ri%r t% #%+4leting t$e learning styles in,ent%ry ?!esti%nnaire/ "!t i n%t &n%( $%( t% #ater t% all %' t$e+* T$is +ay

e34lain ($y st!ents ($% &ne( t$ey (ere ta#tile&inest$eti# learners (ere still relying %n %!tlines e,en ($en t$ey &ne(

t$ey 4re'erre +%re $ans%n a44r%a#$es* One st!ent/ ($en as&e i' $e learne anyt$ing a"%!t $i+sel' !ring t$is

st!y/ sai/ !sing t$at (%!l a#t!ally $el4 +e a'ter I starte !sing t$e+* T$is s!44%rts +y asserti%n t$at/ alt$%!g$ s%+est!ent +ay $a,e "een a(are %' t$eir 4re'eren#e/ t$ey i n%t 4%ssess t$e t%%ls t% a##%++%ate t$eir 4er#e4t!al

4re'eren#es 4ri%r t% +y inter,enti%n*

+f gi#en information on their preferences and study methods lin,ed to their preferences-will students changetheir study habits%


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Se,en %' t(el,e st!ents ($% #%+4lete 4reinter,enti%n inter,ie(s re4%rte t$at t$ey i n%t "elie,e t$ey

neee +%re g!ian#e %n $%( t% st!y an 4re4are '%r ?!ies* H%(e,er/ ele,en %' t$e st!ents inter,ie(e "elie,e t$at

i' t$ey &ne( +%re a"%!t $%( t% st!y/ t$ey (%!l 4er'%r+ "etter %n ?!ies in t$e #lass* C%+4aris%ns %' 4re an 4%sttest

res4%nses '%r 0- st!ents s$%(e signi'i#ant #$anges ($en st!ying '%r 4retests 6Ta"le =* H%(e,er/ t$ere (as an

in#rease in st!ents re4%rting t$at t$ey rea t$e #$a4ter/ ($i#$ a44r%a#$e signi'i#an#e 6p 1*1


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)et$% %' St!y 5reinter,enti%n 5%stinter,enti%n

Rea t$e #$a4ter --

)a&e an %!tline -; .

B!llete n%tes 0

stacey meyer mrp

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