Learning style and form of teaching show no statistically significant interaction effect on university students' academic achievement¶

Claim · All claims
Evidence · 1 study · causal r1 · q2
Currency · newest study 2018 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? In a quasi-experiment with pre-service English teachers, the two-way ANOVA found no significant interaction between learning style and form (online vs in-class) on academic achievement. → Cimermanová 2018

Evidence¶

Cimermanová 2018¶

Cimermanová, I. (2018). The Effect of Learning Styles on Academic Achievement in Different Forms of Teaching. International Journal of Instruction, 11(3), 219-232. https://doi.org/10.12973/iji.2018.11316a

q2 · i? · causal · r1

Two-way ANOVA in a one-semester pedagogical quasi-experiment (online experimental group n=27, in-class control n=55) with GRSLSS-measured styles. The article reports "no significant interaction" for form, F(1, 72) = .27, p>.05, and for learning style, F(4, 72) = .06.

"For the form, the ANOVA result (table 1) indicated no significant interaction, F(1, 72) = .27, p>.05. Similarly, no interaction effect was recorded for learning style, F(4, 72) = .06, p>05."

Discussion¶

Learner Variables¶

• Learning-Style Preferences — moderator: an effect differed by reported style in this study; matching to style is not supported overall

Related Claims¶

• Learning styles have no significant effect on academic achievement in this quasi-experiment — related
• Online and in-class students do not statistically significantly differ in academic achievement — related
• Multimedia treatment, prior science level, and unit pre-test level each independently influence electricity achievement, with no significant two-way or three-way interactions — related
• A significant Group x Time interaction indicates the VFT group's overall achievement improved more from pre-test to post-test than the conventional group's — reports the opposite