Science achievements correlated significantly and positively with preferences for visual, auditory, and agency-support means, but not sensorimotor means, with low coefficients¶

Claim · All claims
Evidence · 1 study · associational r2 · q2 · i1 small
Currency · newest study 2024 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i1 Scientific knowledge and skills scores correlated positively with visual (r(303) = 0.13), auditory (r(303) = 0.18), and agency-support (r(303) = 0.14) preferences; the sensorimotor correlation was not significant. → Oshra Aloni 2024

Evidence¶

Oshra Aloni 2024¶

Oshra Aloni, Michal Zion, Ornit Spektor-Levy. (2024). Students' voices—the dynamic interactions between learning preferences, gender, learning disabilities, and achievements in science studies. Instructional Science. https://doi.org/10.1007/s11251-024-09666-8

q2 · i1 · associational · r2

Pearson correlation analyses between Scientific Knowledge and Skills Test scores and preference levels in the 305-student sample found significant positive correlations for visual (r(303) = 0.13), auditory (r(303) = 0.18), and agency support (r(303) = 0.14) but not sensorimotor; the authors note "the correlations were significant but with low coefficients". The printed correlation coefficients (r = 0.13–0.18) are small, coding impact as 1.

"visual: r(303) = 0.13, p = 0.020; auditory: r(303) = 0.18, p < 0.001; agency support: r(303) = 0.14, p = 0.017, respectively. These results indicated that the more the students preferred to learn science through visual, auditory, and agency support means, the higher their scientific knowledge and skills score."

Discussion¶

Learner Variables¶

• Learning-Style Preferences — predictor: learners reporting different styles differed here; not a test of matching instruction to style

Related Claims¶

• Girls exhibited significantly higher learning preferences than boys for visual means and agency support, with no significant gender differences for auditory or sensorimotor modalities — related
• Middle school science students preferred all four learning modalities, with significantly higher preference for visual and sensorimotor means than for auditory means and agency support — related
• Students' preference levels for the four learning modalities were positively correlated, and cluster analysis separated a lower-preference group (135 students) from a higher-preference group (170 students) — related
• In hierarchical regression, gender and LD status contributed 6.4% to science achievements, and auditory learning preference contributed a further significant 3.1% beyond them — related
• Science learning-preference levels did not differ significantly between students with and without learning disabilities — related
• Correlational meta-analyses of learning styles and achievement average r = 0.24 but do not test or support the matching hypothesis — related