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Learning styles-teaching strategies similarity scores and their relationship to achievement and attitude of gifted mathematics students
Abstract
The amount of similarity/discrepancy between learning and teaching styles of 304 highly gifted, gifted and high ability students who were enrolled in differentiated mathematics classes, grades 9 through 12 inclusively, and their teachers was measured to investigate the relationship between teacher-student similarity scores and students' achievement scores and attitude toward mathematics. The results indicated that the degree of similarity between teachers' and students' preference on discussion style had a positive significant relationship to highly gifted students' achievement scores. In addition, there was a significant positive relationship between teacher-student similarity score on simulation learning style and students' achievement score. The findings also showed that the degree of similarity between teaching/learning preferences on some styles had a positive significant relationship and in some other styles had a negative significant relationship to different aspects of students' attitude toward mathematics. However, there existed some similarity among highly gifted, gifted and high ability students' preferred learning styles. All three groups preferred discussion as their number one choice of learning. Unfortunately, teachers' and differentiated mathematics students' choice of styles did not match. Teachers' most preferred teaching style was lecture which was identified by students as one of the least preferred learning styles.
Subject Area
Mathematics education|Special education
Recommended Citation
Pourboghrat Afiat, Froozan, "Learning styles-teaching strategies similarity scores and their relationship to achievement and attitude of gifted mathematics students" (1997). ETD collection for University of Nebraska-Lincoln. AAI9736945.
https://digitalcommons.unl.edu/dissertations/AAI9736945