Effects of Learning-Style-Responsive Versus Traditional Study Strategies on Achievement, Study, and Attitudes of Suburban Eighth-Grade Mathematics Students

Examined the effects of traditional versus learning-style-responsive study strategies on eighth graders' mathematics achievement, frequency of studying, and attitudes. Found that students applying learning-style-responsive strategies had significantly higher mathematics achievement and attitude...

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Published inResearch in middle level education quarterly Vol. 22; no. 3; p. 19
Main Author Geiser, William F
Format Journal Article
LanguageEnglish
Published 01.03.1999
Subjects
Cognitive Style
Homework
Learning Strategies
Mathematics Achievement
Middle School Students
Middle Schools
Student Attitudes
Study Habits
Study Skills
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Abstract Examined the effects of traditional versus learning-style-responsive study strategies on eighth graders' mathematics achievement, frequency of studying, and attitudes. Found that students applying learning-style-responsive strategies had significantly higher mathematics achievement and attitude scores than students using traditional strategies. No differences were found in frequency of studying for tests. (Author/KB)
AbstractList Examined the effects of traditional versus learning-style-responsive study strategies on eighth graders' mathematics achievement, frequency of studying, and attitudes. Found that students applying learning-style-responsive strategies had significantly higher mathematics achievement and attitude scores than students using traditional strategies. No differences were found in frequency of studying for tests. (Author/KB)
Author Geiser, William F
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Snippet Examined the effects of traditional versus learning-style-responsive study strategies on eighth graders' mathematics achievement, frequency of studying, and...
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SubjectTerms Cognitive Style
Homework
Learning Strategies
Mathematics Achievement
Middle School Students
Middle Schools
Student Attitudes
Study Habits
Study Skills
Title Effects of Learning-Style-Responsive Versus Traditional Study Strategies on Achievement, Study, and Attitudes of Suburban Eighth-Grade Mathematics Students
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