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Teaching law students: an innovative approach.(relationship between academic achievement and learning style )

Academic Exchange Quarterly

| December 22, 2002 | Russo, Karen A. | COPYRIGHT 2002 Rapid Intellect Group, Inc. This material is published under license from the publisher through the Gale Group, Farmington Hills, Michigan.  All inquiries regarding rights should be directed to the Gale Group. (Hide copyright information)Copyright

Abstract

This investigation analyzed the effects of the learning style instructional resource, Contract Activity Package (CAP), on the achievement and attitudes of first-year, law school students and correlated the findings with individuals' diagnosed learning styles. Participants were students enrolled in two sections of a Legal Research and Writing course (n=44). Both sections were administered the Productivity Environmental Preference Survey (PEPS) (Dunn, Dunn, & Price, 1996) to identify individuals' learning style strengths and alternately presented with content employing a CAP format or traditional lecture. The Semantic Differential Scale (SDS) (Pizzo, 1981) measured students' attitudes comparing the different instructional method they experienced. Criterion-referenced examinations measured their achievement for content mastery. Student mean achievement-test scores revealed that instruction using a CAP was significantly (p

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Dunn and Griggs (2000) cited multiple problems concerned with teaching higher education classes. Among those, they included students who were unable to:

* listen to a lecture and simultaneously take notes for studying;

* remember three-quarters of what they heard during a lecture;

* read and identify what was important; and

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