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Learning Style Inventory Analysis


Class Composition Male

Female

13

13

12

11

11

10

Learning Preference Interpersonal

Intrapersonal

Both

20 15

16

10 5

5 0

3


Primary Intelligence Strength Linguistic Spatial Musical

Logical-Mathematical Bodily-Kinesthetic Naturalistic

4%

4%

4%

29%

58%


Secondary Intelligence Strength Linguistic Spatial Musical

Logical-Mathematical Bodily-Kinesthetic Naturalistic

17% 25%

25% 17% 17%


Research Implications

It is absolutely vital for educators to conduct a learning styles inventory at the beginning of every school year. In performing my own research, I gained such a more fuller understanding of both individual learning needs and those of the whole class. Research such as this, I believe, can guide instruction in a practical and meaningful way. For this particular class, an overwhelmingly high amount of students displayed a primary intelligence strength in the bodily-kinesthetic category. Since this research was conducted at the end of the school year, it nonetheless helped me understand why I needed to adjust and differentiate instruction in the way that I had done so throughout the year. I found that early in the year, lecturing and independent work did not go over so well with my students. Therefore, I focused on hands-on tasks as well as historical simulations to bring history alive for my students. The results of the learning styles inventory validated my own change in instruction. Additionally, a large number of students displayed a primary intelligence strength in the musical intelligence category. This also, made perfect sense after I had completed my research. Throughout the year, I found that while the class was working on projects and tasks, several of


my students asked if they could listen to their iPod while they worked. My first instinct was to indicate my unwillingness to allow such usage of electronic devices, however, while learning about educational technology this year at Seton Hall, I decided to allow it because I believed it might serve to differentiate instruction. Interestingly, the students who listened to their iPod while they worked completed much more work than had they worked without the iPod. In reviewing the results of my research, it is evident that these students displayed musical intelligence and when combined with a task found it much more easier to succeed with the lesson. Very few students displayed primary strengths in the linguistic, logical-mathematical, and spatial categories. And as for naturalistic intelligence, none reported a primary strength in this category. However, when a student’s secondary intelligence strength as calculated, students did report strengths in these categories. Therefore, instruction cannot simply focus on bodilykinesthetic and musical activities, but must also incorporate the other intelligence categories to more fully engage students in the classroom. In the area of learning preferences as far as how best they complete work, a higher proportion reported that they prefer working with others, the interpersonal approach. Some students did prefer working by themselves, but this was a smaller percentage overall. For three students, they displayed a preference for both categories. For the majority of the year, students worked in cooperative learning groups on various projects and assignments. Their success, as a whole, seems to be tied to the fact that most students preferred working with others. At the beginning of the upcoming school year, I intend to perform such research again, to better understand my students from the very outset, and tailor instruction to their specific needs.

Learning Style Results  

Results of my survey for EDST6306

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