The primary foci of the study were to determine the relationships
among perceptual modality, temporality, and academic achievement,
and to develop implications for the academic counseling of
middle school students based on the findings.
The sample was composed of 613 students enrolled in Prineville
Junior High School. The Edmonds Learning Style Identification
Exercise, the metronome, and the Iowa Tests of Basic Skills were the
instruments used to collect data.
Five statistical tools were used in the analysis of data. The
findings at the .05 level of significance were as follows:
1. There were no significant differences in perceptual
modality mean scores for the three temporal groups.
2. There were no significant relationships between sex and
temporal grouping (slow, medium, fast).
3. A significant relationship existed between grade level and
temporal group. There was a higher concentration of sixth
graders in the slow temporal group.
4. There was a significant difference between sex and the
perceptual modality score of visualization. Males scored
significantly higher. For the other three perceptual
modality scores and sex, there was no significant
differences.
5. There was no significant difference for grade level and
perceptual modality mean scores.
6. There was no interaction for grade level and sex on
perceptual modality mean scores.
7. There were no significant relationships among perceptual
modality scores within each temporal group.
8. There were no significant relationships among academic
achievement scores, preferred temporal pace, and
perceptual modality scores.
Implications for the academic counseling of middle school
students stressed the importance of using visual materials in the
curriculum for males, and the varying of instructional pace to
accommodate differences in students' temporal paces. / Graduation date: 1984
| Identifer | oai:union.ndltd.org:ORGSU/oai:ir.library.oregonstate.edu:1957/38142 |
| Date | 27 January 1984 |
| Creators | Zachow, Kathleen M. |
| Contributors | Wall, Mary Jane |
| Source Sets | Oregon State University |
| Language | en_US |
| Detected Language | English |
| Type | Thesis/Dissertation |
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