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¶

Claim · All claims
Evidence · 1 study (2 entries) · associational r2 · q2
Currency · newest study 2024 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Gender contributed 4.8% (positive β) and with/without LD contributed 1.6% (negative β) to explained variance in science achievements in step one. → Oshra Aloni 2024 q2 i? Preference level for auditory means contributed a significant additional 3.1% to science achievements beyond gender and LD status, with positive β coefficients. → Oshra Aloni 2024 (2)

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 · i? · associational · r2

Stepwise hierarchical regression on the 305-student sample entered gender and LD status first; together they explained "6.4%" of achievement variance, with gender contributing 4.8% (positive β) and LD status 1.6% (negative β). No standardized effect size beyond variance percentages is printed, so impact is null.

"gender and with/without LD contributed significantly (6.4%) to the students' science achievements. Gender contributed 4.8% with positive β coefficients, while with/without LD contributed 1.6%, beyond the contribution of gender, with negative β coefficients."

Oshra Aloni 2024 (2)¶

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 · i? · associational · r2

In the second step of the same hierarchical regression, auditory preference was entered beyond gender and LD status and "contributed significantly (3.1%)" to achievement variance, with positive β coefficients; no standardized effect size is printed, so impact is null.

"preference levels for learning science through auditory means contributed significantly (3.1%) to the students' science achievements beyond other student characteristics. The positive β coefficients indicated that as the preference level for learning science through auditory means increased, the science achievements (i.e., the scientific knowledge and skills scores) increased, respectively."

Discussion¶

Learner Variables¶

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

Related Claims¶

• Science achievements correlated significantly and positively with preferences for visual, auditory, and agency-support means, but not sensorimotor means, with low coefficients — related
• Science learning-preference levels did not differ significantly between students with and without learning disabilities — related
• 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
• LMS activity contributes only modestly to explained variance in exam grades, and gender-by-LMS interactions add no explained variance in any course — related