MY FELLOW CHRISTIAN, CAN YOU HELP ME FOR MY THESIS RECOMMENDATION?

[gladz]

HI,
THANK YOU SIR AND MA'AM FOR READING MY LETTER,
AHMM, I JUST WANNA ASK FOR RECOMMENDATIONS ABOUT MY THESIS.
THE TITLE IS: "THE LEARNING STYLE PREFERENCES OF HIGH AND LOW ACADEMIC ACHIEVERS"
AND THE RESULT IS. THERE ARE NO SIGNIFICANT DIFFERENCE BETWEEN THE LEARNING STYLE PREFERENCES OF HIGH AND LOW ACADEMIC ACHIEVERS.
WHAT CAN I RECOMMEND IF the learning styles does not Influence academic performance. A student whether high achieving or low achieving, even though there are significant difference between their general averages?
PLEASE LEAVE A COMMENT THANK YOU SO MUCH,,, BRETHREN

 

[Ugly]

I suggest caps off and using one color. I can't even focus to read this post the way you have it now.

 

[gladz]

sorry, for that .
It's about the learning styles of the students and the result is there's no differences between learning styles of high and low academic achievers, or the learning styles does not Influence academic performance. A student whether high achieving or low achieving, even though there are significant difference between their general averages?
THANK YOU SO MUCH.

 

[RedTent]

High Achievers are disciplined and organized. They always plan their study, and usually have an outline of the steps they will take to achieve their goal. They usually take notes of this study and the notes are also put in outline form and organized. Usually they even organize their time for study so it is not just done at random but planned and carried out with discipline.

Low Achievers simply plunge in so facts are in their mind but not easily remembered because one fact does not relate to another. Because they do not include personal discipline to the study, the study is random. The idea of discipline has not occurred to them, so it is hard for them to focus on the study itself so other thoughts they have keep intruding as they should only be thinking of what they are studying. Their personal likes and dislikes enter and their feelings at the time, because they aren't giving them up for the sake of what they want to learn. People with discipline are able to do that.

High achievers feel they have control over what they allow in their mind, low achievers feel pushed around by whatever thoughts come to them. They give in to these thoughts so they are unable to focus.

 

[presidente]

HI,
THANK YOU SIR AND MA'AM FOR READING MY LETTER,
AHMM, I JUST WANNA ASK FOR RECOMMENDATIONS ABOUT MY THESIS.
THE TITLE IS: "THE LEARNING STYLE PREFERENCES OF HIGH AND LOW ACADEMIC ACHIEVERS"
AND THE RESULT IS. THERE ARE NO SIGNIFICANT DIFFERENCE BETWEEN THE LEARNING STYLE PREFERENCES OF HIGH AND LOW ACADEMIC ACHIEVERS.
WHAT CAN I RECOMMEND IF the learning styles does not Influence academic performance. A student whether high achieving or low achieving, even though there are significant difference between their general averages?
PLEASE LEAVE A COMMENT THANK YOU SO MUCH,,, BRETHREN

Do you have an adviser for a thesis?

My masters did not have a thesis requirement, so I'm not sure about the masters level, and I don't know about your particular field. But in my field, at the PhD level, for a dissertation, you'd probably either need to have some interesting statistically significant results, or have a good literature review showing that you should expect some results, and then argue your case in such a way that the lack of strong statistically significant results is meaningful. If your thesis requirement is to demonstrate that you have completed a literature review and gone through the proper procedures for research, your results may be adequate.

How close are your results to statistical significance? If they are close, you may be able to define the variable slightly differently and the results may be different. Do you have any control variables that, if you added them, could cause results to be statistically significance? My experience with those pesky control variables is that they often decrease significance. But adding variables usually helps with the r-squared.

Something to consider is that if you looked at learning styles in a certain way, using certain categories, that those particular categories may not predict academic performance. You could also consider whether your dataset is representative of the general population.

What can you recommend? Maybe further research?

I suppose you could argue a case that teachers should continue to present material in such a way that appeals to students with a variety of learning styles. If lower achievers or higher achievers preferred certain styles, you might have a case for focusing on presentation that appeals to certain styles. But high achievers (I'm assuming) demonstrate multiple styles. So presenting material in ways that appeals to these styles may enable students to be high achievers, insofar as course material presentation contributes to high achievement. That's presented a little sloppily. Hopefully it stimulates some thought.

 

[RedTent]

Do you have an adviser for a thesis?

My masters did not have a thesis requirement, so I'm not sure about the masters level, and I don't know about your particular field. But in my field, at the PhD level, for a dissertation, you'd probably either need to have some interesting statistically significant results, or have a good literature review showing that you should expect some results, and then argue your case in such a way that the lack of strong statistically significant results is meaningful. If your thesis requirement is to demonstrate that you have completed a literature review and gone through the proper procedures for research, your results may be adequate.

How close are your results to statistical significance? If they are close, you may be able to define the variable slightly differently and the results may be different. Do you have any control variables that, if you added them, could cause results to be statistically significance? My experience with those pesky control variables is that they often decrease significance. But adding variables usually helps with the r-squared.

Something to consider is that if you looked at learning styles in a certain way, using certain categories, that those particular categories may not predict academic performance. You could also consider whether your dataset is representative of the general population.

What can you recommend? Maybe further research?

I suppose you could argue a case that teachers should continue to present material in such a way that appeals to students with a variety of learning styles. If lower achievers or higher achievers preferred certain styles, you might have a case for focusing on presentation that appeals to certain styles. But high achievers (I'm assuming) demonstrate multiple styles. So presenting material in ways that appeals to these styles may enable students to be high achievers, insofar as course material presentation contributes to high achievement. That's presented a little sloppily. Hopefully it stimulates some thought.

Wonderful input.

WAY back when I was in school, I found schools who used the idea of individuals never going forward with studies until the base of that study was thoroughly learned, and never repeating studies after the basics was understood. Another style was to never teach a child until nature prepared the child for natural learning. People who teach children different languages when God has the time for their brain to absorb language at its peak. Many private schools were using different styles, but I was in college in the 1940's!! Perhaps that is still true today.

 

[ThomistColin]

Define high and low achievers, do you mean that high achievers seek high achievements or that they achieve much?

 

[Dan58]

I'm having trouble with the title of your thesis. Learning is learning, its the process of accumulating and retaining knowledge. Its not a style? I'd replace "style" with a different word. "Teaching style preference" would be more logical. jmo

 

[thecreationtutor]

HI,
THANK YOU SIR AND MA'AM FOR READING MY LETTER,
AHMM, I JUST WANNA ASK FOR RECOMMENDATIONS ABOUT MY THESIS.
THE TITLE IS: "THE LEARNING STYLE PREFERENCES OF HIGH AND LOW ACADEMIC ACHIEVERS"
AND THE RESULT IS. THERE ARE NO SIGNIFICANT DIFFERENCE BETWEEN THE LEARNING STYLE PREFERENCES OF HIGH AND LOW ACADEMIC ACHIEVERS.
WHAT CAN I RECOMMEND IF the learning styles does not Influence academic performance. A student whether high achieving or low achieving, even though there are significant difference between their general averages?
PLEASE LEAVE A COMMENT THANK YOU SO MUCH,,, BRETHREN

If you do that thesis, are you sampling each learning style? Also here is why I don't like it as a thesis, it assumes that in teaching all learning styles are met in a classroom for each student at the same time, which does not happen.

Maybe the achievement gap is because we are teaching them, at least in america for 1980's America.

 

[NewWine]

If your research has found similarities in the study styles of both higher and lower achieving students, perhaps you could quantify the outside influences and environments in which these people are studying. How involved are parents/guardians/professors/counselors? How loud is the environment? What other distractions occur? And so on. I may by missing the point of the thesis, however. Peace!

 

[Word_Swordsman]

I'm assuming this is for college Eng Lit 1. Everyone in there is a product of a combination of home, social and school life which results in a wide spread of achievement potential. I'd include that some students have no preference of study style carried over from 12 yearrs of slack behavior. They are just there, their preference being mostly social life on campus. They attend as few classes as absolutely necessary. Some can buy the cd's and just turn them on while watching TV, getting attendance credit from playing the disks, their log-in recorded on the college network, including typed answers to questions. A sharp beep lets them know that is required, interrupting whatever they are preferring to do. Those are supposed to be refreshers for students who have attended and actually studied. They will study for an exam the night before, not paying serious attention between exams. That is perhaps a style. There are many versions of it.

RedTent introduced high achievers well. I will add those are the ones that are often very active in, between and after class hours, socializing in productive ways while balancing all that with adequate reading of the class materials, studying together with like-minded friends, or maybe tutoring classmates having difficulty. In doing that the achiever often learns far better than studying alone. It seems to me there are two major groups of highest achievers. The other is the nerdy folks that avoid the social life, have few friends, spend too much time studying. They are the ones that might always complete a teacher's sentence, sometimes bored with the academic content presented, as they already have it churning in their minds. Quite annoying to students and teacher. Instead of taking notes in class I'm seeing many of the top students record the classes to play back later. Practically everyone has ear buds on in and out of class, repetition of instruction being a preferred study style. It's a good one that won't make you appear nerdy always dealing with books and notebooks.The student keeps an appearance of "normal" while inwardly excelling.

I know long posts are boring, and there is much to discuss about this topic.

Average students touch on all the above, some not adapting early to the college world, but many waking up to face the challenges not offered in high school. Some of those are burdened from having to hold a job like they probably did in high school, limiting their preferred study style. That high school setting is failing in much of America, not preparing students to be able to anticipate the requirements before them. Now with Common Core taking over there is really little for them to contribute study-wise, so it will put college bound students at risk in my opinion.

 

[gladz]

sorry Sir, i mean it's just my research not yet taking any master level.
i don't have any adviser or statistician i can't afford to hire any of them i'm just a student,and taking a course of BS-psychology.so that i just asking for a help here, sorry for my any wrong grammar
and thank you to everyone who helped me today by the way this is only my....

STATEMENT OF THE PROBLEM

The main purpose of this study is to determine the learning style preferences of high and low academic achieving grade nine students S.Y 2014-2015.
Specifically, it seeks to answer the following questions:

1. What are the respondents profile in terms of
a. gender?
b. age?
c. last year general average?

2. What are the respondents’ learning styles in terms of
a. process dimension;
Ø active
Ø reflective
b. perception dimension;
Ø sensing
Ø intuitive
c. input dimension;
Ø visual
Ø verbal
d. understanding dimension;
Ø Sequential
Ø Global

3. Is there a significant relationship between the high and low academic learning style preferences?

RESEARCH DESIGN

The researcher used a survey questionnaires the descriptive –comparative method was utilized in the study because the purpose of the study was to compare the learning
styles of the high and low academic achieving grade nine students and used the Index Learning Styles or ILS questionnaire consists of 28 items that each comes with two possible answers, “a” or “b”. “a” Responses represent active, sensing, visual, and sequential learners whereas “b” responses represent reflective, intuitive, verbal, and global and found the dominant learning style of the learners, the mean scores of each dimension were found by summing the total scale scores in each sub dimension and it has seven questions according to its learning style, if the respondent choose either . “a” or “b” then their Responses were coded as a one (1) point and counted as the sum, and interpret it to 1-3 points as mild preference, 4-5 points as moderate preference and 6-7 points as strong preference.

 

[gladz]

all of you Sir/Ma'am Are correct, but it's really hard for me to restart or renew my research from the top, maybe i 'am a little one of the low achiever. i have only few days before i present it or having my oral defense. my research partner never help me from the beginning so i work it in my own study. but your suggestions are very nice and i appreciated it, Brother and Sister..than you..

 

[gladz]

i mean thank you
...

 

[RedTent]

sorry Sir, i mean it's just my research not yet taking any master level.
i don't have any adviser or statistician i can't afford to hire any of them i'm just a student,and taking a course of BS-psychology.so that i just asking for a help here, sorry for my any wrong grammar
and thank you to everyone who helped me today by the way this is only my....

STATEMENT OF THE PROBLEM

The main purpose of this study is to determine the learning style preferences of high and low academic achieving grade nine students S.Y 2014-2015.
Specifically, it seeks to answer the following questions:

1. What are the respondents profile in terms of
a. gender?
b. age?
c. last year general average?

2. What are the respondents’ learning styles in terms of
a. process dimension;
Ø active
Ø reflective
b. perception dimension;
Ø sensing
Ø intuitive
c. input dimension;
Ø visual
Ø verbal
d. understanding dimension;
Ø Sequential
Ø Global

3. Is there a significant relationship between the high and low academic learning style preferences?

RESEARCH DESIGN

The researcher used a survey questionnaires the descriptive –comparative method was utilized in the study because the purpose of the study was to compare the learning
styles of the high and low academic achieving grade nine students and used the Index Learning Styles or ILS questionnaire consists of 28 items that each comes with two possible answers, “a” or “b”. “a” Responses represent active, sensing, visual, and sequential learners whereas “b” responses represent reflective, intuitive, verbal, and global and found the dominant learning style of the learners, the mean scores of each dimension were found by summing the total scale scores in each sub dimension and it has seven questions according to its learning style, if the respondent choose either . “a” or “b” then their Responses were coded as a one (1) point and counted as the sum, and interpret it to 1-3 points as mild preference, 4-5 points as moderate preference and 6-7 points as strong preference.

This is looking at the problem from a completely different viewpoint! Good luck! My friend did one on one teaching of failing students by using many senses while they learned--visual as they saw the material, heard the material at the same time, and also did something physical as they were learning. My daughter taught in a special school for people from the Orient where rote learning is used rather than problem solving. What an experience that was for her.

 

[Word_Swordsman]

i would ask a principal to let you observe some ninth grade classes, then get them to let students answer with help from the teacher explaining. If done well those students could receive insight as to their habits, possibly preventing continuation of bad study preferences. How much have you done toward the deadline, percent wise?

 

[gladz]

almost 3 months I've been doing these, i actually done the survey in ninth grade class. so that my chapter 1 to 5 almost done only the recommendation,and i'm not sure if the deadline is this week, but it's ok, God will never leave me.

 

[Angela53510]

I was an elementary school teacher for many years. I was also raised under a strict British system of rote learning, which I think is the best way to teach. Without the basics, it is hard to read, write and do mathematics. Too many kids in our schools stumble through a poorly thought out curriculum in the name of creativity and thinking skills, and never learn basic spelling, grammar or math concepts.

As a teacher, something that always hit me, was the home environment of the student. I could teach a strict curriculum, but if there was no support for learn, in a lot (not all!) of cases, the student did not learn, because of the low expectations of the home environment. This also applies to the classroom.

I remember I was teaching spelling skills to a classroom of grade 5 and 6's. They had never been taught how to spell, although a few were bright enough to have picked it up on their own. The principal told me some of the students would never learn, (Johnny, for example) and there was therefore no point in teaching the whole class. I pushed on with my spelling, and to my surprise, Johnny came up one day and asked me if he applied a certain spelling skill to a word, would it work? It certainly did, and after that, I had no doubt that every student can benefit from high expectations in the classroom.

As far as different learning styles, I also think every student can benefit from a variety of learning styles. I am personally a visual learner, but give me something tactile, combined with oral lessons, and I can achieve even higher. There is no point in putting young learners in a box. The school day is long enough, and variety can be very stimulating, with regards to how to teach students.

I hope that is what you were looking for. Just my personal experience.

 

[gladz]

]

Teacher Angela, it's true, it is the kind of home environment of students Bring more influence to the lives of children. i was surprised that there in canada or america are also a same case here about some of the grade 1-5 students cant even read, write etc but they are normal. like in the private school they have a nice school even tutors they have but they don't.
i'm also handling elementary private school in my job training clinical psychology, and that is one of what i observed.

 

[gladz]

thank you for every one who helped me suggest in my thesis it's actually succeed yesterday, Glory to God..