Institute of Learning Styles Research

Dissertation Abstracts

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Abstract Title

Clark, Patricia. (1984). Measurement of learning style dominance and hemispheric dominance of fourteen and fifteen-year-old high school students (Doctoral dissertation, University of Tennessee, Knoxville, TN, 1984). Dissertation Abstracts International, 45(12A), 3528.

Abstract

This study focused upon the measurement of hemispheric dominance and learning style dominance of a group of 38 fourteen- and fifteen-year old high school students. The factors considered in relationship to learning style dominance were sex, achievement, and hemispheric orientation.

The measurement of hemispheric orientation was conducted using E. Paul Torrance’s test, Children’s Form of Your Style of Learning and Thinking: Form C-A. This was a 36 question self-report questionnaire which identified the right, left, and integrated modes. The second measurement which was used was the Multi-Modal Paired Associates Learning Test (MMPALT II). This test was conceptualized by Dr. Russell L. French (1975), implemented by Dr. Daryl Gilley (1975) using six perceptual styles; and further developed using seven perceptual styles by Dr. C. Edwin Cherry (1981).

Spearman Rho correlations, t-test values, and mean rank orderings of the seven perceptual learning styles were statistically computed to establish relationships and/or differences between, within, and across groups and sub-groups. Since the subject population was selected for the purpose of this study, the conclusions of the group and subgroup population can only be generalizable to this population. Scores and rank orders of the seven learning modalities represented in the MMPALT II and their relationship to the variables of sex, achievement, and hemispheric orientation indicate the following findings in response to two study questions. These findings are reported in the context of each variable.

Scores and rank orders of the seven learning modalities in relationship to sex. Visual learning mode had a moderate correlation with the sex of female subjects. T-test values displayed a significant difference between the scores of males and females on the haptic learning mode as the primary learning style for both males and females.

Scores and rank orders of the seven learning modalities and achievement. Interactive learning modality had a moderate correlation with high achievement. Visual learning modality had a moderate correlation with low achievement. Results of the mean rank orders of the MMPALT II recognized the visual learning mode as the primary style for both high achievers and low achievers. T-test values demonstrated significant differences between the scores of high achievers and low achievers in the interactive and haptic learning modalities.

Scores and rank orders of the seven learning modalities in relationship to hemispheric orientation. T-test values recognized a significant difference between right and left-hemisphere subjects and the visual learning modality. Mean rank orders of the MMPALT II exhibited the visual learning modality as the primary learning style for both right and left-hemisphere subjects.

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