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Learning style difference between gifted and nongifted sixth and seventh grade students. (The scholarship of teaching and learning).
Abstract
The purpose of this study was to determine whether the independent variables academic status (gifted and nongifted) and learning style preferences separated and combined, influence the academic performance of sixth- and seventh-grade students on the dependent variable of reading and mathematics. The instrument used to test the independent variable was the Learning Style Inventory (LSI) and the instrument used to test the dependent variable was the Texas Assessment of Academic Skills (TAAS).
Introduction
Many teachers are continually frustrated with the so-called "underachieving" mathematics and reading achievement. The teacher ...
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