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Taiwanese adolescent students' achievement in reading and mathematics by age, gender, learning style and socio-economic status [electronic resource]

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摘要註

This researcher examined the differences in learning-style preferences of 704 11- and 12-year-old female and male Taiwanese adolescents and then determined whether their learning styles correlated with their mathematics- or reading-test scores by age, gender, and SES. Learning style was identified with Learning Style: The Clue to You! (LS: CY!) (Burke & Dunn, 1998). Mathematics- and reading-test score data were obtained from two Taipei Municipal elementary schools, and Socio-Economic Status (SES) was determined by Stevens and Cho's Socio-Economic Index (SEI) (Stevens & Cho, 1985). T-test results supported Hypothesis 1 that there were significant age differences in the learning-style preferences of 11- and 12-year-old Taiwanese students. They also revealed that Taiwanese students differed significantly in their learning-style preferences for the 12 elements, sound, temperature, design, motivation, persistent, responsible/confirming, peers/alone, authority, auditory, intake, morning/evening, and mobility. The results of the second t-test supported Hypothesis 2 that there were significant gender differences among the learning-style preferences of Taiwanese students. Diverse and significant gender variables were revealed through t-tests for five of 23 learning-style variables: (a) female students preferred a more formal environmental design than male students; (b) male students evidenced a greater preference for their kinesthetic modality than female students; (c) male students preferred intake more than female students; (d) female students tended to be more analytic or sequential than male students; and (e) female students were more reflective than male students. The results of two multiple regressions and two correlation analyses revealed a significant relationship between a model composed of all predictor variables (learning-style environmental stimulus, emotional stimulus, sociological stimulus, physiological stimulus, and psychological stimulus, age, gender, and SES) and Taiwanese students' achievement scores in mathematics and reading. Results also revealed significant relationships between students' achievement-test scores and their learning-style emotional stimulus, between students' achievement-test scores and their learning-style physiological stimulus, between students' achievement-test scores and gender, and between students' achievement-test scores and SES.

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