Effects of Dunn and Dunn learning styles model on achievement and motivation (Record no. 19901)

MARC details
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fixed length control field 02840nam a2200241Ia 4500
005 - DATE AND TIME OF LATEST TRANSACTION
control field 20191209135740.0
008 - FIXED-LENGTH DATA ELEMENTS--GENERAL INFORMATION
fixed length control field 180910s9999 xx 000 0 und d
040 ## - CATALOGING SOURCE
Original cataloging agency LB-BrCRDP
100 1# - MAIN ENTRY--PERSONAL NAME
Personal name Daouk, Carma
Miscellaneous information Master Education
245 10 - TITLE STATEMENT
Title Effects of Dunn and Dunn learning styles model on achievement and motivation
260 ## - PUBLICATION, DISTRIBUTION, ETC.
Place of publication, distribution, etc. Beirut
Name of publisher, distributor, etc. Lebanese American University. School of Arts and Sciences. Education Department
Date of publication, distribution, etc. 2013
300 ## - PHYSICAL DESCRIPTION
Extent 144 pages
500 ## - GENERAL NOTE
General note النوع : Mémoire
520 3# - SUMMARY, ETC.
Summary, etc. The positive effect of accommodating learning preferences on reading comprehension, writing, and motivation/attitude towards learning has been thoroughly researched among other variables, albeit not in this combination. This study aims at analyzing the elements that motivate a student to learn and the elements that lead to academic achievement. The study is based on the Dunn and Dunn’s preferred learning style theory which emphasizes that students have their own learning style and that the learner’s physical, emotional, and sociological needs must be satisfied within the learning environment in order to optimize achievement and academic satisfaction. Using an ABAB single case study design, an investigation on a fourth grader with learning problems was conducted to determine how learning style preferences affect reading comprehension achievement, writing achievement, and student motivation/attitude. The intervention was spread over two months. The first month was dedicated to reading comprehension, and the second to writing. The teacher alternated between traditional teaching and teaching that accommodates his learning preferences. His achievement was evaluated through CBM, and his motivation/attitude through an adapted version of the Student’s Motivation toward Science Learning, along with an informal questionnaire, Attitude toward Learning Reading and Writing survey that was administered at the end of each session. Prior to the intervention, the student’s learning style was assessed by the Dunn and Dunn Learning Styles (ELS version) to develop an individualized learning style program. Results showed that the student’s reading comprehension achievement, writing and motivational/attitude levels increased significantly when instruction used the student’s preferred learning style. The results of these findings can be utilized by educators and parents to help maximize achievement and motivational/attitude levels in English.
650 #4 - SUBJECT ADDED ENTRY--TOPICAL TERM
Topical term or geographic name entry element Méthodes d’enseignement L’accomplissement des étudiants
650 #4 - SUBJECT ADDED ENTRY--TOPICAL TERM
Topical term or geographic name entry element Motivation
650 #4 - SUBJECT ADDED ENTRY--TOPICAL TERM
Topical term or geographic name entry element Motivation
650 #4 - SUBJECT ADDED ENTRY--TOPICAL TERM
Topical term or geographic name entry element Teaching Methods Students achievement
650 #4 - SUBJECT ADDED ENTRY--TOPICAL TERM
Topical term or geographic name entry element الدافعية
650 #4 - SUBJECT ADDED ENTRY--TOPICAL TERM
Topical term or geographic name entry element طرق التعليم تحصيل الطلبة
856 ## - ELECTRONIC LOCATION AND ACCESS
Public note Shamaa
Uniform Resource Identifier <a href="http://search.shamaa.org/FullRecord?ID=103017">http://search.shamaa.org/FullRecord?ID=103017</a>
942 ## - ADDED ENTRY ELEMENTS (KOHA)
Koha item type بيانات الهيئة اللبنانية للعلوم التربوية
Source of classification or shelving scheme Dewey Decimal Classification

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