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¶

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

Subclaims¶

q2 i? All four learning-preference levels scored above the mid-point, but differed significantly across modalities, F(2.784, 846.364) = 17.82, p < 0.001, ηp2 = 0.06. → 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 · i? · associational · r2

One-way repeated measures ANOVA on the Learning Preferences Questionnaire responses of 305 ninth-grade students, with the four modalities as within-subject variables. All preference means scored above the mid-point on the 1–4 scale, and the omnibus difference was significant, "F(2.784, 846.364) = 17.82, p < 0.001, ηp2 = 0.06".

"However, significant differences were found between the levels of learning preferences, F(2.784, 846.364) = 17.82, p < 0.001, ηp2 = 0.06 (see Table 1)."

Discussion¶

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
• 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
• 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
• Learning Styles Matching Does Not Improve Learning — related
• Science learning-preference levels did not differ significantly between students with and without learning disabilities — related