Temperament-Based Learning Styles as Moderators of Academic Achievement.

Horton, Connie Burrows; Oakland, Thomas

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Peer reviewed

ERIC Number: EJ553503

Record Type: CIJE

Publication Date: 1997

Pages: N/A

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ISSN: ISSN-0001-8449

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Temperament-Based Learning Styles as Moderators of Academic Achievement.

Horton, Connie Burrows; Oakland, Thomas

Adolescence, v32 n125 p131-41 Spr 1997

Tests the hypothesis that students learn best when teachers use strategies consistent with students' temperament-based learning style. Analysis of 417 seventh graders did not support the hypothesis--student achievement was significantly higher when instructional strategies that were designed to promote personalized learning were used. Implications are discussed. (RJM)

Descriptors: Academic Achievement, Adolescents, Cognitive Style, Grade 7, High School Students, Junior High Schools, Learning Strategies, Personality, Teacher Effectiveness, Teaching Styles

Publication Type: Journal Articles; Reports - Research

Education Level: N/A

Audience: N/A

Language: English

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