Detail Learning style preferences of undergraduate students with and without learning disabilities Bibliografi Author: Foley, Nancy E. ; Altman, Reuben (Advisor) Topik: EDUCATION; SPECIAL|EDUCATION; HIGHER Bahasa: (EN )    ISBN: 0-591-96825-8     Penerbit: UNIVERSITY OF MISSOURI - COLUMBIA     Tahun Terbit: 1997     Jenis: Theses - Dissertation Fulltext: 9842527.pdf (0.0B; 13 download) Abstract Students with learning disabilities are entering higher education in record numbers. The learning disabilities literature suggests that the academic support available in most post secondary institutions often is not adequate to meet the needs of these students, and that the students frequently do not disclose that they have learning disabilities until they are experiencing academic difficulties or failure. Accommodating individual learning style preferences has been proposed as a way to address individual learning needs. Differences in learning style preferences have been reported between various groups of people including elementary and Junior high school students with and without learning disabilities. The major purpose of this study was to extend the research on learning style preferences to an undergraduate population of students with learning disabilities by determining if undergraduates with and without learning disabilities can be differentiated by their learning style preferences. Seventy-eight undergraduates enrolled in independent colleges and between the ages of 18 and 24 years completed the Productivity Environmental Preference Survey (PFPS) and a demographic information sheet. Twenty-eight students provided documentation of previously diagnosed learning disabilities, and 50 students reported no history of learning difficulties. Analysis of variance results revealed significant differences between the students with and without learning disabilities for two demographic variables (high school and college GPA) and 6 of 20 PEPS elements (persistence, responsibility, studying alone or with peers, authority orientation, auditory modality, and visual modality). Among participants for whom all data were available, a linear discriminant analysis employing the eight significant variables successfully categorized 92% of the students with learning disabilities (12 of 13) and 88% of the students without learning disabilities (43 of 49). A second discriminant analysis using only the six PEPS elements successfully categorized 71% and 72% of all participants with and without learning disabilities, respectively. These results suggest that differences in the learning style preferences of school-age children with and without learning disabilities are also evident in college students with and without learning disabilities, and that college students with and without learning disabilities have distinctly different learning style profiles. Opini Anda Klik untuk menuliskan opini Anda tentang koleksi ini! Lihat Sejarah Pengadaan  Konversi Metadata   Kembali

Copyright © 2006, 2007 Unika Atma Jaya, all rights reserved