...stage of the present study, a collective body of research work, related to involved variables i.e. academic achievement, cognitive styles, personality traits/factors, and adjustment was examined extensively, so that proper guidelines and directions from objectives, hypotheses, methodologies and findings may be sought to assist the various steps of the present study like determination of objectives, formulation of hypotheses, selection of methodology and to get an understanding of relationships between different related variables. Following is the (chronological wise) related literature discussed. 2.1. Literature Related to Academic Achievement Kolwadkar (1980) conducted a study of gifted children in relation to their personality traits, level of adjustment and academic achievement and found that socioeconomic status, father’s occupation, education of parents, size of family, ordinal position, health status were significantly related to academic achievement; adjustment was positively correlated with academic achievement in case of boys. Gupta (1987) studied relationship between locus of control, anxiety, personality traits, level of aspiration and academic achievement of secondary school students with the objective to assess the magnitude and direction of relationship of locus of control, anxiety, personality traits, level of aspiration with academic achievement by taking a sample of 670 students of average intelligence drawn from a population of 3780 students...
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...CHAPTER III REVIEW OF RELATED LITERATURE Studies on Learning Styles Studies on Mathematics Learning and Learning Style Studies on Learning Style and Teaching Style Studies on Co-operative Learning Studies on Co-operative Learning and Mathematics Conclusion CHAPTER III REVIEW OF RELATED LITERATURE Review of related literature plays a significant role in any type of research work. It allows the researcher to acquaint oneself with current knowledge in the field in which the research is being done. The availability and utilisation of adequate sources or related information enables the investigator to complete the research fruitfully and thus make unique contribution in the field of education with special focus on the method of instruction, learner variables, etc. For many years, educators and researchers have debated on the different variables which influenced student achievement. Decades of research in education suggest that students utilise individual learning styles (Felder, 1996). Instruction should therefore be multifaceted to accommodate the variety of learning styles. The literature in support of this assertion is vast and includes textbooks, learning style inventories and resources for classroom implementation (Dunn & Dunn, 1993). Though research in education and applied psychology has produced a number of insights into how students think and learn, the resulting impact on actual classroom instruction is uneven and unpredictable. ...
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...traits, learning styles, and academic achievement PREPARED BY: AILEEN ANNE ANAK JINGGONG (2014307239) ROZITA BT NAWI (2015494512) 1. TITLE OF THE ARTICLE The Big Five personality traits, learning styles and academic achievement 2. BACKGROUND OF THE STUDY * College students differ in how the process, encode, recall, organize and apply the information they learn. * The article wish to understand whether the differences are related to personality and does learning strategies are mediate the link between personality traits and academic achievements. 3. LITERATURE REVIEW: For the literature review articles, researchers found the evidence on the relationship between personality, learning styles and academic achievement that could be a variable for this research. Researchers has referred to the Big Five framework of personality traits by Costa & McCrae (1992) that has emerged as model for understanding the relationship between personality and academic behaviors ((Poropat, 2009). The researchers want to test the relationship between conscientiousness, neuroticism, extraversion, openness and agreeable to the personality traits. Researchers also adopted Schmeck, Ribich and Ramaniah’s (1977) model because it identifies learning strategies that are likely to enhance learning and academic achievement from the framework of effective information processing. Prior researches also suggest that individuals differ in their intellectual styles and preferences...
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...literature for this study focuses on procedures used to identify teaching and learning styles and what effect a match between the two has on student learning outcomes and evaluation of instructors. The review focuses on a number of different instruments used to identify teaching and learning styles. The chapter begins with a definition of learning styles, teaching styles, and matching, followed by the findings of researchers using various instruments to measure learning and teaching styles. The research outcomes germane to learning styles, teaching styles, and a match between the two in relation to course grades, final exam scores, and instructor evaluations are discussed. Learning and Teaching Styles Many researchers have proclaimed the significance of identifying preferred teaching styles and preferred learning styles. Claxton and Ralston (1978, in Miller, 1982) alluded to this significance: The research findings on learning styles offer substantial promise to teachers, counselors, and the students themselves in terms of finding better ways for students to learn. But while matching learning style with instructional mode apparently facilitates positive interpersonal relations, and while it would seem to point the way for increased learning, the empirical data that support this idea are rather scarce. Such a significant gap in the research must be filled if knowledge about learning styles is to become a significant force in improving college and university teaching...
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...teaching and learning styles and what effect a match between the two has on student learning outcomes and evaluation of instructors. The review focuses on a number of different instruments used to identify teaching and learning styles. The chapter begins with a definition of learning styles, teaching styles, and matching, followed by the findings of researchers using various instruments to measure learning and teaching styles. The research outcomes germane to learning styles, teaching styles, and a match between the two in relation to course grades, final exam scores, and instructor evaluations are discussed. Learning and Teaching Styles Many researchers have proclaimed the significance of identifying preferred teaching styles and preferred learning styles. Claxton and Ralston (1978, in Miller, 1982) alluded to this significance: The research findings on learning styles offer substantial promise to teachers, counselors, and the students themselves in terms of finding better ways for students to learn. But while matching learning style with instructional mode apparently facilitates positive interpersonal relations, and while it would seem to point the way for increased learning, the empirical data that support this idea are rather scarce. Such a significant gap in the research must be filled if knowledge about learning styles is to become a significant force in improving college and university teaching (p. 36). However, identifying and defining the vast number of learning styles can become...
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...literature for this study focuses on procedures used to identify teaching and learning styles and what effect a match between the two has on student learning outcomes and evaluation of instructors. The review focuses on a number of different instruments used to identify teaching and learning styles. The chapter begins with a definition of learning styles, teaching styles, and matching, followed by the findings of researchers using various instruments to measure learning and teaching styles. The research outcomes germane to learning styles, teaching styles, and a match between the two in relation to course grades, final exam scores, and instructor evaluations are discussed. Learning and Teaching Styles Many researchers have proclaimed the significance of identifying preferred teaching styles and preferred learning styles. Claxton and Ralston (1978, in Miller, 1982) alluded to this significance: The research findings on learning styles offer substantial promise to teachers, counselors, and the students themselves in terms of finding better ways for students to learn. But while matching learning style with instructional mode apparently facilitates positive interpersonal relations, and while it would seem to point the way for increased learning, the empirical data that support this idea are rather scarce. Such a significant gap in the research must be filled if knowledge about learning styles is to become a significant force in improving college and university teaching...
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...CHAPTER-II REVIEW OF RELATED LITERATURE Educational achievement of students demands urgent attention to attain their goals. A numerous researches have been conducted to contribute to determine the predictors of educational success of college students. A research work always takes the advantages of the information and the knowledge that had been accumulated in the past as a result of constant research endeavour by mankind. According to Koul (2009) research can never be undertaken in the isolation of the work that has already been done on the problems related to the study propose by any researcher. Every researcher reviewed the related literature from the different resources that includes research journal, articles, books, magazines, encyclopedias, dissertations, abstracts, international year books, theses and most important in the present era the internet access. The detailed account of review of related literature pertaining to variables under study, namely academic achievement, parental encouragement, achievement motivation and intelligence is presented here under. 2.1 STUDIES RELATED TO ACADEMIC ACHIEVEMENT Krishnan (1977) conducted a study on non-intellectual factors and their influence on academic achievement. The sample comprised of 180 students of sixth to ninth class studying in central school Tirupati and was divided into three groups depending on their parents‟ education as high, middle and low. The results indicated that parents‟ educational...
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...LEARNING STYLES AND ACADEMIC ACHIEVEMENT AMONG GRADE VI, V, AND VI PUPILS MARICHEL C. PANERIO marichelpanerio@gmail.com Public School Teacher Balabag Elementary School-Davao del Sur Philippines Abstract - Learning style refers to the ability of learners to learn and retain information in learning situations. One of the most important uses of learning styles is that it makes it easier for teachers to incorporate teaching approaches suited to each learning styles. There are different learning styles. Three of the most popular ones are visual, auditory, and kinesthetic in which students acquire information. This study is an analysis of learning styles prevalent among elementary school pupils in terms of gender and grade level. It was conducted on three learning styles-visual, auditory and tactile/kinesthetic. It aims to determine differences between gender and learning styles. It also tries to find out correlation between different learning styles and academic achievements of pupils. A sample of 120 pupils of class 4th, 5th and 6th of Balabag Elementary School was selected for the study. Findings of the study reveal that, visual learning style was found to be more prevalent than visual and auditory learning styles among 4th graders while auditory learning style is more prevalent than visual and kinesthetic learning styles among 5th and 6th graders elementary school pupils. Male learners tend to be visual learners whereas females were auditory learners. Though the mean scores...
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...RUNNING HEAD: LEARNING STYLES AND STUDY HABITS: TEACHING STUDENTS TO TAKE CONTROL OF THEIR OWN LEARNING Learning Styles and Study Habits: Teaching Students to Take Control of their Own Learning Stacey M. Meyer LEARNING STYLES AND STUDY HABITS Abstract In this study I examined the potential for using learning styles inventory data to help Advanced Placement Environmental Science students work to their strengths and study more effectively. Researchers in previous studies found that when students were taught how to accommodate their own learning style preferences, their confidence, attitude, and academic achievement improve (Boström & Lassen, 2006; Dunn et al., 2009; Lovelace, 2005). In this study, I recorded students study habits using a pretest and student interviews and then implemented an intervention in which I taught students new study techniques based on their perceptual preferences. After the intervention, I used a posttest and more student interviews to determine if students changed their study habits and record how they felt about these changes. My students reacted positively to this intervention, reporting that it was helpful and that they would continue to use their new strategies. 2 Keywords: Study skills, learning styles, learning style preferences LEARNING STYLES AND STUDY HABITS In this study I examined the potential for using learning styles inventory data to teach students how to make accommodations that cater to their preferences while studying...
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...RUNNING HEAD: LEARNING STYLES AND STUDY HABITS: TEACHING STUDENTS TO TAKE CONTROL OF THEIR OWN LEARNING Learning Styles and Study Habits: Teaching Students to Take Control of their Own Learning Stacey M. Meyer LEARNING STYLES AND STUDY HABITS Abstract In this study I examined the potential for using learning styles inventory data to help Advanced Placement Environmental Science students work to their strengths and study more effectively. Researchers in previous studies found that when students were taught how to accommodate their own learning style preferences, their confidence, attitude, and academic achievement improve (Boström & Lassen, 2006; Dunn et al., 2009; Lovelace, 2005). In this study, I recorded students study habits using a pretest and student interviews and then implemented an intervention in which I taught students new study techniques based on their perceptual preferences. After the intervention, I used a posttest and more student interviews to determine if students changed their study habits and record how they felt about these changes. My students reacted positively to this intervention, reporting that it was helpful and that they would continue to use their new strategies. 2 Keywords: Study skills, learning styles, learning style preferences LEARNING STYLES AND STUDY HABITS In this study I examined the potential for using learning styles inventory data to teach students how to make accommodations that cater to their preferences while studying...
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...Continuing Academic Success Continuing Academic Success is extremely important to those who plan to make advancements in their chosen career fields. It provides the opportunity to keep current with ideas, techniques, and advancements that are being made in their area of employment. We will address the importance of setting achievable goals, the importance of learning styles in academic success and the validity of ethics and academic integrity in helping to achieve continuing academic and professional success. Setting Goals Distinct, clearly defined goals that can be measured will allow a person to take pride in accomplishing the goals they have set. They are able to see clear forward progress in what otherwise might seem a long drawn out process. Setting goals allows one to choose where they want to go in school or in a career and what they want to achieve. Knowing what they want to achieve, helps them know what they have to concentrate on and improve. Goal setting gives one long-term vision and short-term motivation. By setting goals students and employees can: improve their academic and career performance, increase their motivation to achieve, increase pride and satisfaction in performance and improve their self- confidence. Setting goals and measuring their achievements allow the goal setters to see what they have done and what they are capable of doing. Seeing their results gives them confidence and assurance and motivation they need to believe they can...
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...LEARNING STYLES AND ACADEMIC PERFORMANCE OF THE GRADE 10 STUDENTS IN THE TLE SUBJECTS ENROLLED IN TAMPILISAN NATIONAL HIGH SCHOOL SY: 2015-2016 JESTONIE C. GABOTERO JUNCER M. HAMOY ROXY MAE j. LENDIO A Thesis Proposal Presented to the Faculty of the College of Agriculture & Tech Jose Rizal Memorial State University – Tampilisan Campus Znac, Tampilisan, Zamboanga del Norte In Partial Fulfillment of the Requirements for the degree of BACHELOR OF SCIENCE IN AGRICULTURAL EDUCATION June, 2017 INTRODUTION Learning style is defined as “the way each person begins to concentrate on, process, internalize, and retain new and difficult information” (Dunn and Dunn, 1999). Cognizant of the Centro Escolar University vision of “Sustaining Quality and Excellence in the Next 100 years”, the school of Accountancy and Management continuously appraises its academic performance. According to Edward E. Lawler (2010), “the typical person rates his or her performance at about 80th percentile. Hence, people tend to believe they’re doing better than most of the people around them. But, to meet the standard of quality and excellence, an organization requires consistent level of high performance. The hallmark of modern appraisal philosophy focuses on the present performance, future goals, and knowledge of the results. “It is on this premise that the present research focuses on the identification and comparison of the learning styles of the students in the School...
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...In view of this, the impact of family on academic achievement of students becomes an essential factor in the wheel of progress. It...
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...Study Skills Assessment Questionnaire These questionnaires help you look at some of your academic skills and gives a general idea of how to view your abilities. Be honest in responding since that provides you with the most useful information. Pay attention to your highest and lowest scores as they will indicate stronger and weaker areas. The Study Skills Assessment Questionnaire is divided into 8 sections. Each section usually takes less than 10 minutes to complete. Section 1: Time Management and Procrastination | Section 2: Concentration and Memory | Section 3: Study Aids and Note Taking | Section 4: Test Strategies and Test Anxiety | Section 5: Organizing and Processing Information | Section 6: Motivation and Attitude | Section 7: Reading and Selecting the Main Idea | Section 8: Writing | Study Skills Questionnaire Based on research by Mizanul Hoque and Owais Rahman Study Skills A. NOTE MAKING These questions relate to the way that you make notes from any taught sessions / information sources. Why we are asking you: Note: Key words in blue Note making is very context dependent as it can serve many different purposes; hence there is no single ‘best’ way to make notes. However, research into how memory works has provided some interesting ideas about strategies and layouts that are likely to result in more memorable notes. 1. Do you make any type of notes YES ( ) NO ( ) if no please move onto section B 2. Which...
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...EGERTON UNIVERSITY COURSE CODE: PECI 431 COURSE TITLE: RESEARCH PROJECT RESEARCH TITLE: EFFECTS OF SOCIO-ECONOMIC STATTUS ON THE PERFORMANCE OF LEARNERS YEAR: LEVEL 4 BLOCK 3 SUBMITTED BY: MUSINAI JAPHETH APRIL 2016 i ABSTRACT Socioeconomic status has been a major challenge in the support and provision of the necessary resources in the performance of many learners across the globe, thus provision of learning resources, school friendly environment, motivation and achieving higher in academics has become a big challenge. This study was guided by the following objective:- To determine how socioeconomic status and school environment influences learning process, To investigate how socioeconomic status contributes to academic achievement of learners. To find out the level of motivation as a result of family socioeconomic status facilities provision of learning resources. The researcher used case study design. This was chosen because the research involved intensive study to find out factors that explain details the present state. Questionnaires and interviews were used. Data collected was recorded and analyzed inform of tables, graphs and piecharts. ii Contents ABSTRACT.......................................................................................................................................................ii CHAPTER ONE ...............................................................................................................................................
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