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Record identifier : 569726
Personal Name - Primary Intelectual Responsibility : Mitchell, Christina
Title and statement of responsibility : Effect of preferred learning styles on motivation and achievement in kindergarten students [Thesis]
Publication, Distribution,Etc. : Walden University, 2009
Language of the Item : eng
Dissertation of thesis details and type of degree : Ed.D
Body granting the degree : , Walden University
Summary or Abstract : The effect of learning preferences on the reading achievement has been researched for elementary students but not for kindergarten students. It was important to study the most motivating learning environment for kindergarten students. This study is based on Maslow's hierarchy of needs motivational theory and Dunn and Dunn's preferred learning style theory to demonstrate that emotional and physical needs must be met in a motivating environment and that all students have a learning style. This study investigated the impact of implementing student learning style preferences on motivation levels and achievement. A quantitative quasi-experimental repeated measured ABBA counterbalancing design was utilized to examine the attitudes of motivation as measured by the Young Children's Academic Intrinsic Motivation Inventory and sight word recognition as measured by the Lexia Comprehensive Reading Test among 89 kindergarten students in 6 kindergarten classrooms at an elementary school to determine if a preferred mode of learning had an effect on motivation and sight word recognition achievement. A kindergarten student survey was administered in order to determine the preferred methods for learning for the kindergarten students. Inferential statistics included the ANOVA test which determined that although motivation was significantly greater with teacher directed activities, there was no significant difference in achievement between the student choice treatments and the final teacher directed treatment. These findings impact social change in that administrators, educators, and parents can utilize the results of this study to work together to maximize motivational and achievement levels in kindergarten students by implementing teacher directed methods in the kindergarten classroom especially at the beginning of the school year..
Topical Name Used as Subject : Early childhood education
: Personality psychology
Information of biblio record : TL
 
 
 
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