The Effects of Learning Style on Progress towards Literacy and Numeracy

Phillips, Cynthia; Stott, D. H.; Birrell, Heather V.

doi:10.1080/0013191870390103

Cited by 8 publications

(3 citation statements)

References 6 publications

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“…Over the past 20 years, earlier editions and the present version of the LBS has achieved empirical support (Birrell, Phillips, & Stott, 1985;Canivez, Willenborg, & Kearney, 2003;Green, Francis, & Stott, 1984;McDermott, 1984;McDermott & Beitman, 1984;Phillips, Stott, & Birrell, 1987;Pies, 1988;Stott, 1985;Stott, Green, & Francis, 1983;Stott, McDermott, Green, & Francis, 1988;Worrell, Vandiver, and Watkins, 2001). Investigation of the factor structure of the LBS standardization data suggested a four-factor model orthogonally rotated to equamax simple structure.…”

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confidence: 99%

Replication of the Learning Behaviors Scale Factor Structure With an Independent Sample

Canivez

Willenborg

Kearney

2006

Journal of Psychoeducational Assessment

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This study reports on the replication of the four-factor structure and the internal consistency of the Learning Behaviors Scale (LBS) with an independent sample of 241 students in Grades 1 through 7. Internal consistency estimates were as high or higher than those obtained with the standardization sample. Substantial replication of the four LBS factors (Competence Motivation, Attitude Toward Learning, Attention/Persistence, and Strategy/Flexibility) was found. Most items in the study were associated with the identical factor found with the standardization sample. Coefficients of congruence tested the factorial invariance and resulted in "good" to "excellent" matches to the exploratory factor analysis results based on the LBS standardization sample. Furthermore, three of the five LBS items that cross-loaded in this study were also items that cross-loaded in the standardization sample and did so on the same factors. Substantial evidence was found for the internal consistency and construct (factorial) validity of the LBS. S chool psychologists devote significant time and attention to assisting teachers in understanding student behavioral and academic difficulties and recommending educational interventions for those difficulties. Often, evaluations to determine the nature of the difficulty and the presence of disability include standardized measures of intelligence, academic achievement, and psychopathology. Although measures of intelligence provide the best predictors of academic achievement (Neisser et al., 1996;Sattler, 2001) and such prediction is important, information from traditional intelligence tests does not appear relevant to designing effective cognitive or educational interventions (i.e., treatment validity; Brown &

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confidence: 99%

Replication of the Learning Behaviors Scale Factor Structure With an Independent Sample

Canivez

Willenborg

Kearney

2006

Journal of Psychoeducational Assessment

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“…A variety of online and face-to-face mixtures in blended learning may be formed to meet those needs so that the provision of learning assistance can be more efficient in each group based on the type of individual learning characteristics shared (Haruehansawasin & Kiattikomol, 2017). Online learning can be a place to provide opportunities for prospective teacher students who are fast learners and who have a high degree of learning creativity; while slow learners are assisted through face-to-face learning so that this can provide encouraging results (Dunn, Giannitti, Murray, Rossi, Geisert, & Quinn, 1990;Phillips, Stott, & Birrell, 1987;William, 1999;Ansari Ricci, Persiani, Williams, & Ribas, 2019;Wetzel, De Arment, & Reed, 2015). The portion of lecturer involvement in the classroom, and study time for students independently, can be arranged as needed.…”

Section: Teacher Candidates' Competence In Blended Learningmentioning

confidence: 99%

Teaching Technical Teacher Candidates with Various Types of Learning Styles: Online and Face-to-Face Compounds

Tambunan

Silitonga

Sidabutar³

2019

IJHE

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Differences in statements about the practice of blended learning (a combination of online and face-to-face instruction) were found in experiments conducted on prospective students of engineering teachers. There were various forms of learning, and—significantly—the various types of learning styles had a significant influence on competence. Group members’ competencies based on learning is significantly different, but based on the type of learning style, there are competencies which are not significantly different between several groups

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“…Two longitudinal studies in this country have examined the relationships between ratings by PS made early in their subjects' school careers and later academic attainments. One study comes from the London region (Green and Francis, 1988); the other from the West Midlands (Phillips et al, 1987). In both works cited, references are given to earlier publications from the respective projects.…”

Section: Introductionmentioning

confidence: 99%

Children's Learning Skills: A Cautionary Note on Ethnic Differences

Phillips

1989

Brit J of Edu Psychol

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In the summer term of their first year in junior schooling, pupils of seven schools in the West Midlands were tested for attainments in reading, spelling and number. Ninety-one children were from Asian families and 149 children were of indigenous parentage. About three years earlier all subjects had been rated on Part I of the Guide to the Child's Learning Skills, the predictive validity of which is supported by the attainment testing. The linear regression slopes of attainments on ratings do not differ significantly between the ethnic samples.

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The Effects of Learning Style on Progress towards Literacy and Numeracy

Cited by 8 publications

References 6 publications

Replication of the Learning Behaviors Scale Factor Structure With an Independent Sample

Replication of the Learning Behaviors Scale Factor Structure With an Independent Sample

Teaching Technical Teacher Candidates with Various Types of Learning Styles: Online and Face-to-Face Compounds

Children's Learning Skills: A Cautionary Note on Ethnic Differences

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