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Cognitive styles preferences among primary four English achievers : perception and processing
Author
Tiey, Huay Yong
Supervisor
Yeap, Lay Leng
Abstract
Studies in learning styles (Dunn, 1983, Cafferty, 1980, Suleiman , 1996, More, 1993) have shown that matching pupils preferred learning styles with the teachers' instructional package will improve pupils' achievement scores in reading comprehension. The primary aim of this study is to investigate the learning styles of primary four pupils in relation to their English Language achievement and their reading comprehension, focusing on the literal and inferential processing. The primary four pupils took the examinations in which the questions were taken from a national item bank booklet devised by Ministry of Education. Learning Style Inventory (Kolb, 1985) and Demographic Data inventory (Tiey, 1997) were employed in this study. This study attempts to find the relationship of learning styles and reading comprehension among the primary four pupils.
The findings showed that there was no significant difference in the perception dimension (concrete versus abstract) among the male and female pupils. Both the male and female pupils tend to be more abstract than concrete learners. There was also no significant difference between the male and female pupils in the concrete mode. In the processing mode, there was also no significant difference among the male and female pupils. Both the male and female pupils are more reflective learners than active. The male pupils, however, have a tendency towards reflective learning while the females are more active learners.
The one-way analysis revealed that there was a significant difference among the four achievement groups, namely Band1 (85 marks and above), Band 2 (70-84), Band 3 (50-69) and Band 4 (Below 49, fail). Those pupils in Band 1 in English Language tend to be less concrete in their learning and the pupils in Band 4 (below 49, fail) who were more active in their learning. The pupils became more abstract with increasing English achievement.
In this study, it was found that there were more Assimilators (61.1%) followed by Divergers (17%), Convergers (17.1%) and the lastly the Accomodators (3.9%). There were more Divergers among the males (19.2%) then females (16.4%). There were slightly more Convergers among the females (19.9%) than the males (14.9%). The females in this sample were more adventurous and dare to experiment new things in the new environment. The male pupils leaned more towards the perception domain of abstraction and processing information by reflective observation.
The was a significant difference in the percentage of the four learning styles types among the four achievement groups. There were more assimilators in the high achievement group and more Divergers in the low achievement group.
The findings in this study could explain why certain achieved highly in English language while others had cognitive difficulties in learning English Language. The reasons could be the lack of ability to reason holistically and abstractly the English Language especially in the component of reading comprehension. They might not understand ideas and information when they were presented or being explained abstractly. Lastly, they might not be able to respond reflectively. They had a tendency to jump to conclusion, guess answers and not attempt to answer difficult questions.
The findings showed that there was no significant difference in the perception dimension (concrete versus abstract) among the male and female pupils. Both the male and female pupils tend to be more abstract than concrete learners. There was also no significant difference between the male and female pupils in the concrete mode. In the processing mode, there was also no significant difference among the male and female pupils. Both the male and female pupils are more reflective learners than active. The male pupils, however, have a tendency towards reflective learning while the females are more active learners.
The one-way analysis revealed that there was a significant difference among the four achievement groups, namely Band1 (85 marks and above), Band 2 (70-84), Band 3 (50-69) and Band 4 (Below 49, fail). Those pupils in Band 1 in English Language tend to be less concrete in their learning and the pupils in Band 4 (below 49, fail) who were more active in their learning. The pupils became more abstract with increasing English achievement.
In this study, it was found that there were more Assimilators (61.1%) followed by Divergers (17%), Convergers (17.1%) and the lastly the Accomodators (3.9%). There were more Divergers among the males (19.2%) then females (16.4%). There were slightly more Convergers among the females (19.9%) than the males (14.9%). The females in this sample were more adventurous and dare to experiment new things in the new environment. The male pupils leaned more towards the perception domain of abstraction and processing information by reflective observation.
The was a significant difference in the percentage of the four learning styles types among the four achievement groups. There were more assimilators in the high achievement group and more Divergers in the low achievement group.
The findings in this study could explain why certain achieved highly in English language while others had cognitive difficulties in learning English Language. The reasons could be the lack of ability to reason holistically and abstractly the English Language especially in the component of reading comprehension. They might not understand ideas and information when they were presented or being explained abstractly. Lastly, they might not be able to respond reflectively. They had a tendency to jump to conclusion, guess answers and not attempt to answer difficult questions.
Date Issued
2001
Call Number
LB1060 Tie
Date Submitted
2001