Relationship of Perceptual Learning Styles and Academic Achievement among High School Students

2016 ◽  
Vol 11 (3) ◽  
pp. 10
Author(s):  
K.V. Rani ◽  
2016 ◽  
Vol 6 (7) ◽  
pp. 1444 ◽  
Author(s):  
Noushin Asadipiran

The purpose of this study was to identify preferred perceptual learning styles of Iranian young learners. To accomplish this aim, a Perceptual Learning Style Preference Questionnaire (PLSPQ) used to measure the students’ preferred learning styles. The participants of the current study were 60 high school students. They were first-year high school male students studying in Tehran, Iran. The analysis of data revealed that the most preferred learning style was visual learning style (30% of the participants), and the less preferred one was group learning style (5%). The second to fifth place belonged to tactile (25%), auditory (20%), individual (15%) and kinesthetic (10%) learning style, respectively.


2015 ◽  
Vol 38 (1) ◽  
Author(s):  
Qianmei Zhang

AbstractThis study investigates Chinese elementary, middle, and high school students’ L2 perceptual learning styles, imagination, ideal L2 self, and motivated L2 behavior. A perceptual learning style and L2 learning motivation questionnaire was administered to 1,667 students from elementary to high school. Statistical results revealed that Chinese elementary, middle, and high school students were more in favor of a visual learning style in comparison to their auditory and kinesthetic learning styles. This visually oriented style was significantly correlated with their ideal L2 self and motivated L2 behavior. The sequential regression analysis results indicated that the ideal L2 self and visual learning style were the most meaningful predictors for Chinese students’ motivated L2 behavior. This study suggests that teachers need to help students create and maintain their ideal L2 self and facilitate their L2 learning motivation by providing more adequate visual teaching materials.


2011 ◽  
Vol 1 (2) ◽  
pp. 89 ◽  
Author(s):  
Mohammad Ghamari

Abstract The aim of this research was to determine the relationship between internal motivation and academic achievement among high school students. Using multi-stage cluster sampling 307 high school students were selected. Then internal motivation questionnaire administrated. To measure the academic achievement, their academic grade average was used. Using the Pearson correlation coefficient, stepwise regression analysis, and Z test Collected data were analyzed. Results showed that there is positive and significant relationship between internal motivation and academic achievement. There is positive and significant relationship between interest, competence, effort, lack of stress, selection, value and academic achievement. Between components of the internal motivation, competence, lack of stress and value explained about 24 percent of student academic achievement variance. The relationship of internal motivation and academic achievement among male and female students is no different.


2016 ◽  
Vol 9 (8) ◽  
pp. 127 ◽  
Author(s):  
Ali Sedigh Sarouni ◽  
Hossein Jenaabadi ◽  
Abdulwahab Pourghaz

<p class="apa">The present study aimed to examine the relationship of mental pressure with optimism and academic achievement motivation among second grade second period male high school students. This study followed a descriptive-correlational method. The sample included 200 second grade second period male high school students in Sooran. Data collection tools in the current study were the Ursula Markham Mental Pressure Inventory (1976), the Tschannen-Moran et al. Optimism Scale (2013), and the Hermans Academic Achievement Motivation Questionnaire (1977). The obtained data was analyzed using both descriptive and inferential statistics (Pearson correlation coefficient and regression analysis) via SPSS software. The results indicated that mental pressure was significantly and negatively related to optimism (P&lt;0.01), such that with an increase in mental pressure, students’ optimism decreased. The results of regression analysis revealed that mental pressure predicted 5% of the variance in students’ optimism. Moreover, mental pressure was significantly and negatively related to students’ academic achievement motivation (P&lt;0.01), such that with an increase in mental pressure, students’ academic achievement motivation decreased. The results of regression analysis revealed that mental pressure predicted 4% of the variance in students’ academic achievement motivation.</p>


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