The effect of Learning types on memory performance of students of 5th and 6th grade

Postgraduate Thesis uoadl:2936304 6 Read counter

Unit:
Κατεύθυνση Ειδική Αγωγή
Library of the School of Education
Deposit date:
2021-02-19
Year:
2021
Author:
Theotokatou Efthalia
Supervisors info:
ΜΑΡΙΕΤΤΑ ΠΑΠΑΔΑΤΟΥ-ΠΑΣΤΟΥ ΕΠΙΚΟΥΡΗ ΚΑΘΗΓΗΤΡΙΑ Π.Τ.Δ.Ε. ΠΑΝΕΠΙΣΤΗΜΙΟΥ ΑΘΗΝΩΝ, ΕΠΙΒΛΕΠΟΥΣΑ
ΓΕΩΡΓΙΟΣ ΣΙΔΕΡΙΔΗΣ ΚΑΘΗΓΗΤΗΣ Π.Τ.Δ.Ε. ΠΑΝΕΠΙΣΤΗΜΙΟΥ ΑΘΗΝΩΝ, ΜΕΛΟΣ
ΕΥΑΓΓΕΛΙΑ ΓΑΛΑΝΑΚΗ ΚΑΘΗΓΗΤΡΙΑ Π.Τ.Δ.Ε ΠΑΝΕΠΙΣΤΗΜΙΟΥ ΑΘΗΝΩΝ, ΜΕΛΟΣ
Original Title:
Η επίδραση των Μαθησιακών Τύπων στη μνημονική επίδοση των μαθητών Ε΄ και Στ΄ Δημοτικού
Languages:
Greek
Translated title:
The effect of Learning types on memory performance of students of 5th and 6th grade
Summary:
From many years in education learning styles theories have been announced and implemented. Many researchers have proposed different learning styles models with different tools/inventories. According to one of the well-known theories students are either visual, auditory, or kinesthetic VAK. One of the main hypothesis is the meshing hypothesis according to which when teacher adjusts his lesson to the learning type of the student the learning outcome would be better. Learning type theories have been under criticism. Moreover dangers from their implementation are mentioned.
This study examined the meshing hypothesis of learning style models with an experiment in which 194 elementary school students (E’ and F’ class) participated. First with a well-known diagnostic tool the learning style of each student was determined. Τhen the same educational material was teaches visual, auditory ,and visual-auditory. Final it was examined what was the learning outcome if the teaching matches the learning style of the student. It was found that there is no significant statistical correlation between the learning outcomes when teaching is matched with the learning type of the student. Also there is no significant statistical correlation between the learning style of the student according to BLSI classification tool and the learning style that each student believed that he/she belongs. Moreover the study found that multisensory teaching that engaged both acoustic and visual path had better mnemonic results after the teaching of a certain lesson.
Main subject category:
Education
Keywords:
earning styles, acoustic type, visual type, kinesthetic type, VAK, VAKT, BLSI, meshing hypothesis, matching hypothesis
Index:
No
Number of index pages:
0
Contains images:
No
Number of references:
111
Number of pages:
87

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