Does learning style instruction have a positive effect on academic achievement in the first grade?
M.A. in Learning Disabilities
Interdisciplinary and Inclusive Education
College of Education
First grade (Education); Learning
Disability and Equity in Education
The purpose of this study was to determine the effectiveness of learning style instruction when implemented in a typical first grade classroom setting. The study was designed to determine if the use of several learning style methodologies would produce an increase in academic achievement.
Two regular first grade classes were used as the Study and Control Groups. Each student in the Study Group was surveyed to discover possible learning styles present within the group. For approximately six months, the Study Group received instruction which was modified, wherever possible, to allow for each student's individual needs. During this period, the Control Group received typical instruction with no allowances being made for individual learning styles.
At the conclusion, both the Study and Control Groups were assessed to determine their current academic levels. The mean scores from each group were compared to determine if a significant difference existed between them.
Through the use of comparative scores, the Study Group's results revealed a significant increase on only one subtest. Therefore, the implementation of learning styles instruction in a regular education first grade classroom did not demonstrate a significant increase in academic achievement when compared to a similar first grade class receiving typical instruction.
RosenBerg, Nancy D. and Hernandez, Pamela M., "Does learning style instruction have a positive effect on academic achievement in the first grade?" (1995). Theses and Dissertations. 2276.