Preferences Questionnaire and homework helper math
Many different formulations of the concept of learning styles have been presented and a wide variety of instruments proposed to measure it. The instruments vary in length, format, and number of dimensions of learning style assessed. Some of the tests require special training to administer and interpret, whereas others are relatively simple to use (homework helper math).
Learning style is broadly defined as a learner’s perceptions of his or her own preferences for different types of learning conditions, including instructional materials and activities and learning environments. These styles are usually measured by self-report instruments that ask individuals how they prefer to learn. Cognitive styles, on the other hand, focus specifically on the way learners perceive, acquire, and process information that is more closely related to mental work. Cognitive style is assessed by means of task-specific measures of actual mental skills or tendencies in performing those skills (homework helper math).
Neither learning style nor cognitive style instruments were designed to measure home learning. Accordingly, we developed an instrument to serve that purpose. In defining home learning preferences, we adopted the broad definition of learning style just cited. The current instrument does not attempt to measure underlying information-processing mechanisms or how these mechanisms are related to home learning preferences. The instrument that we developed can be used in determining the differences in learning preferences in various groups (e.g., high vs. low achievers) but it does not provide information on the reasons (e.g., learners’ specific skills) that enable students in these groups to use certain preferred modes of learning (homework helper math).
Numerous investigators addressed the issue of whether self-report learning style inventories are of sufficient psychometric quality to justify their continued use for research or educational practices. It was reported, for example, that a number of widely used learning style tests are not good predictors of academic performance. However, other studies that employed information from learning style inventories found that matching learning activities and environments to individual learning style preferences resulted in increased student achievement. These conflicting findings are not unexpected because of the wide variety of other factors that affect educational achievement (e.g., learner traits such as ability, prior knowledge; external factors such as socioeconomic status of the family, peer influence). The effect or predictive value of learning style information is probably quite modest, even when learning preferences have significant impacts on student learning (homework helper math).
