The effect of teaching programs based on learning styles on the students achievement in writing

• मुख्य लेखक: Susanty, Lela (लेखक)
• स्वरूप: पुस्तक
• प्रकाशित: 2006-08-12.
• विषय: Thesis; NonPeerReviewed
• ऑनलाइन पहुंच: Link Metadata
• Notes: http://repository.upi.edu/9956/1/t_bing_039357_chapter_i%281%29.pdf; http://repository.upi.edu/9956/2/t_bing_039357_chapter_2%281%29.pdf; http://repository.upi.edu/9956/3/t_bing_039357_chapter_3%281%29.pdf; http://repository.upi.edu/9956/4/t_bing_039357_chapter4%281%29.pdf; http://repository.upi.edu/9956/5/t_bing_039357_chapter_5%281%29.pdf; http://repository.upi.edu/9956/6/t_bing_039357_bibliography%281%29.pdf
• Keywords: L Education (General); PE English

This study was designed to answer the following research question: Can teaching programs, which incorporate Learning Styles, help promote writing proficiency among the three groups of learners with different learning styles?This study was a quasi-experiment, applying One-Group Pre-test - Post test design. The goal of the study was to explore teaching programs which meet students' learning styles, whether it could enhance writing proficiency among the three groups of learners with different learning styles (Auditory, Visual, and Kinesthetic), Data were obtained over a six month period research through pre-test, post test, questionnaire, teaching program application, and students' results in writing.The target population of this study was 280 students registered in the third semester 2004 at one of the private institutions. The study involved 42 students selected by using stratified random sampling procedures. The data were analyzed by using ANOVA, Pearson Correlation, and Multiple Regression.The results showed that from 9 teaching programs given to the students in 9 sessions, 3 out of 9 teaching programs, i.e. the third Visual program (Tv06), the second Kinesthetic program (Tk11), and the third Auditory program (Ta10), failed to improve the students' achievement. Regression results, however, indicated that after the teaching program had been delivered, and post test had been conducted, the variance explained lifted up to 65%.It is expected that the findings of this study will motivate teachers to provide a way for the students to accomplish their writing tasks, a way which meet the need of the assignment itself as well as a way that can boost the students' optimum result.