The learning styles of 30 urban and 30 rural black children were rated by their teachers, using
the Learning Style Identification Inventory. The results obtained frtiin the teachers of the rural
sample were found to be inaccurate. It was therefore not possible to make comparisons with
previous findings. The results of the urban sample suggest that, on the Abstract-Concrete
dimension their learning styles tended towards the Concrete end of the dimension, and on the
Verbal-imaginal dimension, their ratings tended towards the Imaginal end of the dimension.
An analysis of variance and Bonferroni / test indicated that these children were rated
significantly more Imaginal than Verbal and significantly more Concrete than Abstract These
findings are in contrast with previous research in other countries and tentatively suggest that
urban children in South Africa are functioning in a manner more consistent with findings
regarding learning styles of rural children in other countries. This has implications for teachers
and the teaching styles of teachers in urban schools.
| Identifer | oai:union.ndltd.org:netd.ac.za/oai:union.ndltd.org:wits/oai:wiredspace.wits.ac.za:10539/14716 |
| Date | 28 May 2014 |
| Creators | Meyerowitz, Gabrielle |
| Source Sets | South African National ETD Portal |
| Language | English |
| Detected Language | English |
| Type | Thesis |
| Format | application/pdf |
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