The foundation of Tailoring for the Visual Learner is the exploration of new and creative approaches to preserve, promote, and pass on the art of individually handcrafted menswear for theatre and film. This project culminated in the creation of an instructional video guide unlike anything currently available on the market. Using high definition cameras and a team of highly skilled professionals, I produced, wrote, directed and hosted an instructional video that takes the viewer through every step of the creation of a hand tailored vest: from fabric preparation and drafting to the final fitting. Instruction utilizes a modern voice aimed at early career sewing professionals who wish to advance, and seek an alternative to confusing drafting books or incomplete online tutorials that avoid the features of a truly well constructed garment. By combining up close camera work with textual explanations, graphics, and verbal explanations, I have created a new approach to tailoring instruction aimed at visual learners, who make up a large majority of costuming professionals. By taking the viewer through the tailoring process up close and step-by-step, the time-honored tradition of tailoring is now available and affordable to countless artisans who seek to advance and/or teach their craft. / text

This thesis aims to identify the learning styles and strategies of students, to check whether there are significant differences in the learning style and strategy preferences between male and female learners, and investigate whether there is a relationship between students&amp / #8217 / learning style and strategy preferences. A total of 60 students were asked to complete two questionnaires. One was used to identify students&amp / #8217 / perceptual learning style preferences and the other was used to identify students&amp / #8217 / learning strategies. In addition, think aloud protocols were held to determine the cognitive and metacognitive strategies students used while reading. The data analysis of the first questionnaire revealed that students&amp / #8217 / major learning style preferences were auditory learning and individual learning. Furthermore, significant difference was found in the preference of tactile learning between males and females. The analysis of the second questionnaire revealed that cognitive strategies were favoured the most. No significant difference was found in the preferences of learning strategies between males and females. The analysis with respect to the relationship between learning styles and strategies revealed that &amp / #8226 / visual styles had a significant relation with affective strategies / &amp / #8226 / auditory styles had significant relationships with memory, cognitive, affective, and social strategies / &amp / #8226 / there was a significant relationship between the individual learning style and compensation strategies. &amp / #8226 / none of the learning styles had a significant relationship with metacognitive strategies. The think aloud protocols revealed that students used various cognitive and metacognitive strategies.

The purpose of this study is to show that instructional methods designed for right-brained students will make a significant difference in the reading achievement scores of the students when compared with the scores of right-brained sixth grade students not receiving these instructional methods.The subjects were sixth grade students who use the right hemisphere of the brain to a greater degree than the left hemisphere. The subjects' cerebral preference was determined by a test known as the Cerebral Preference Index (CPI). Ten students each were chosen from two sixth grade classes. The study consisted of a Control Group and Experimental Group. During the study the Control Group received eight weeks of the regular school's program while the Experimental Group received eight weeks of instructional strategies that take hemispheric specialization into consideration. The results indicated that there was no significant difference in the reading achievement scores of those students who received the instructional methods designed for right brained students. The analysis of data did suggest that those scoring high on the pre-test scored high on the post test. The results indicated the same outcome for low scorers.

The aim of this investigation was to determine whether there is a significant difference in the academic achievement of sixth grade Science students when teaching styles are matched to their learning styles. The research problem is encompassed in the following question: "Is there a relationship between matching teaching and learning styles and the academic success in Science?" A quantitative approach was undertaken, specifically, the pretest-posttest control group experimental design. The population comprised of sixth grade students selected according to a non-probability sampling method of convenience. The sample comprised of two class units randomly selected. The dependent sample t-test inferential statistic was used to analyze the data collected. The results indicated a statistically significant difference between the pretest and posttest scores of the experimental group. The conclusion reached is that matching teaching styles to learning styles improves the academic success of sixth grade learners in Science. / Educational Studies / M.Ed. (Educational Psychology)

The aim of this investigation was to determine whether there is a significant difference in the academic achievement of sixth grade Science students when teaching styles are matched to their learning styles. The research problem is encompassed in the following question: "Is there a relationship between matching teaching and learning styles and the academic success in Science?" A quantitative approach was undertaken, specifically, the pretest-posttest control group experimental design. The population comprised of sixth grade students selected according to a non-probability sampling method of convenience. The sample comprised of two class units randomly selected. The dependent sample t-test inferential statistic was used to analyze the data collected. The results indicated a statistically significant difference between the pretest and posttest scores of the experimental group. The conclusion reached is that matching teaching styles to learning styles improves the academic success of sixth grade learners in Science. / Educational Studies / M.Ed. (Educational Psychology)