Date of Award

1996

Degree Name

EdD Doctor of Education

Dissertation Committee

Susan M. Zgliczynski, PhD, Director; Ray Brandes, PhD; Edward Kujawa Jr., PhD

Keywords

academic achievement, adolescents, evaluative case study, independent schools, learning style awareness program, perception, Locus of control, ninth grade, parents & parenting, southern California, teachers

Abstract

The purpose of this study was to examine the implementation of a year-long learning style awareness program and its effects on locus of control and academic achievement in a ninth grade population. This study was also designed to collect subjective data from students on their perceptions of responsibility for their own achievement, ability to identify their individual learning style, a willingness to ask for help, and in addition, over parental conflict. This study was conducted, using a sample of 76 ninth graders, at an independent college preparatory school in a large Southern California city. All subjects were administered the National Association of Secondary School Principals (NASSP) Learning Style Profile and the NASSP hm Study Skills Program. They viewed the F.A.T. City video and attended a workshop on the concept of learning style. Subjects were also administered the Crandall Intellectual Achievement Responsibility Questionnaire and a researcher-designed open-ended questionnaire in both pre and posttest sessions. Subjects' cumulative grade point averages for both eighth and ninth grades were also collected. In addition, their parents and teachers were administered the Learning Style Profile, viewed the F.A.T. City video and attended a similar workshop on learning style. There was significant increase from pretest to posttest in locus of control scores indicating movement from external to internal control. There were no significant increases in locus of control scores between high-achieving and low-achieving students, nor were there any significant changes between male and female subjects. There was a slight drop in GPAs and an increase in parent-child conflict. However, subjects increased their ability to identify individual learning styles. Parents' reactions to the program were very positive. Young teachers were inquisitive about the implications and applications of the concept in their classrooms. Students who were exposed to the video before receiving the results of their Learning Style Profile were better able to identify their own learning style, using terminology from the profile, than those who viewed the video after receiving LSP results.

Document Type

Dissertation: Open Access

Department

Education

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