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A study of selected characteristics of the learning style preferences of some high achievers and low achievers in two secondary schools in Singapore
Author
Ng, Elaine Gek Choo
Supervisor
Lam, Tit Loong
Abstract
Students in Singapore are streamed according to their performance at a national examination called the Primary School Leaving Examination at the end of six years of primary school education. The study was designed to investigate selected characteristics or learning style preferences of some secondary students in the Normal Stream (low-achievers) and the Express Stream (high-achievers), on the proposition that certain patterns may be present to distinguish the students in the two groups. Through identifying such patterns, our understanding of students in the different streams may be enhanced.
The study focuses on learning style preferences identified using the National Association of Secondary School Principals Learning Style Profile (NASSP LSP) developed by an NASSP task force in the United States in 1987. 199 students from the two streams from two secondary schools in Singapore did the 126-item paper and pencil test. Scores on the NASSP LSP gave the individual profile of each student, and summary characteristics of each group.
Items in the test are divided into three categories: cognitive or mental processing skills, perceptual responses, and orientations and preferences. A multivariate analysis was carried out on the data to determine whether there are significant differences between groups for 13 variables in the categories. Interviews were conducted with 16 selected students, 8 from the high-scoring group and 8 from the low-scoring group for a better understanding of their preferences and orientations.
They study identified certain environmental, psychological and physiological factors that distinguish students of different academic ability. The Normal Stream students generally prefer group work to individual work, work better with peer support, prefer bright light and cool environment and prefer high mobility to low mobility. The Express Stream students exhibit higher proficiency in analytic, spatial, and sequential processing skills, and respond better in visual and auditory modalities. Girls show up as more persistent, while boys are higher in manipulative and verbal risk orientations, and have stronger analytic, spatial and simultaneous processing skills.
The interviews also revealed the reasons behind some of their preferences. One of these differences is that most of the high-achievers prefer dim lighting because bright lights are harsh on their eyes, while the low-achievers prefer bright lights because their eyes grew tired easily in dim light. The need for peer-oriented interaction and motivation is strong among low-achievers, while the high-achievers prefer to study alone.
The study shows that within each ability group, there are commonalties of learning styles. Group characteristics identified can help teachers plan strategies to help low-achievers improve on their academic performance and give more students a greater chance for academic success.
The instrument used in this study, the NASSP LSP, is also a useful tool for teachers interested in a detailed descriptive profile of their students' learning preferences. It makes it possible for teachers to discuss the differences of their students objectively.
The study focuses on learning style preferences identified using the National Association of Secondary School Principals Learning Style Profile (NASSP LSP) developed by an NASSP task force in the United States in 1987. 199 students from the two streams from two secondary schools in Singapore did the 126-item paper and pencil test. Scores on the NASSP LSP gave the individual profile of each student, and summary characteristics of each group.
Items in the test are divided into three categories: cognitive or mental processing skills, perceptual responses, and orientations and preferences. A multivariate analysis was carried out on the data to determine whether there are significant differences between groups for 13 variables in the categories. Interviews were conducted with 16 selected students, 8 from the high-scoring group and 8 from the low-scoring group for a better understanding of their preferences and orientations.
They study identified certain environmental, psychological and physiological factors that distinguish students of different academic ability. The Normal Stream students generally prefer group work to individual work, work better with peer support, prefer bright light and cool environment and prefer high mobility to low mobility. The Express Stream students exhibit higher proficiency in analytic, spatial, and sequential processing skills, and respond better in visual and auditory modalities. Girls show up as more persistent, while boys are higher in manipulative and verbal risk orientations, and have stronger analytic, spatial and simultaneous processing skills.
The interviews also revealed the reasons behind some of their preferences. One of these differences is that most of the high-achievers prefer dim lighting because bright lights are harsh on their eyes, while the low-achievers prefer bright lights because their eyes grew tired easily in dim light. The need for peer-oriented interaction and motivation is strong among low-achievers, while the high-achievers prefer to study alone.
The study shows that within each ability group, there are commonalties of learning styles. Group characteristics identified can help teachers plan strategies to help low-achievers improve on their academic performance and give more students a greater chance for academic success.
The instrument used in this study, the NASSP LSP, is also a useful tool for teachers interested in a detailed descriptive profile of their students' learning preferences. It makes it possible for teachers to discuss the differences of their students objectively.
Date Issued
1997
Call Number
LB1060 Ng
Description
Pg. iv and 57 are missing
Date Submitted
1997