Degree Name

Doctor of Education

Document Type

Dissertation

Date Created

5-1981

Department

College of Education and Behavioral Sciences

Abstract

Purpose

The purpose of this study was to determine if there were appropriate methodological strategies supported by the left-brain/right-brain theoretical construct that significantly affect the learning styles of first grade pupils.

Procedure

Two first grade classrooms in the Adams County School District No. 50, Westminster, Colorado, were identified for this study. Because the study was initiated after the beginning of the year, it was virtually and logistically impossible to randomize subjects. Therefore, intact classes were differentiated as experimental and control groups on the basis of ten criteria.

Thirty-seven first grade pupils were the subjects in this study. Eighteen pupils were in the control classroom, of which ten were Anglo and eight were Chicano. Nineteen pupils were in the experimental classroom, of which nine were Anglo and ten were Chicano.

All subjects in both the experimental and control classrooms were pre- and posttested with the Wechsler Intelligence Scale for Children-Revised. The test is divided into three sections--the Verbal Scale Sub-test, the Performance Scale Sub-Test, and the Full Scale Test, each of which was used as a separate criterion measure in the analysis.

The scores were analyzed with a series of covariance analyses in order to locate possible differences among the two treatments and two groups of subjects.

This study attempted to determine whether significant differences existed between two different classroom methodologies and between two different groups of people.

Conclusions

The following were the conclusions of this study:

  1. The statistical analysis of the Wechsler Intelligence Scale for Children-Revised, either on the Verbal, Performance or Full Scale tests, showed that there were no significant differences in the results between the total experimental confluent first grade classroom pupils and the total number of pupils in the control first grade conventional classroom.
  2. An analysis of the findings of the study showed that there were no significant differences in the results between Anglo and Chicano pupils in the experimental and control first grade classrooms.
  3. The findings showed that there were no significant differences in the results between Chicano pupils in the experimental and control first grade classrooms.
  4. The findings also showed that there were no significant differences in the results between Anglo pupils in the experimental and control first grade classrooms.
  5. The researcher concludes that the theory as investigated in this study did not demonstrate any significant difference in the learning styles of pupils as demonstrated by the results of the WISC-R.
  6. An analysis of the findings of the study showed that the two different instructional methodologies had no effect on the learning styles of pupils as demonstrated by the results of the WISC-R being statistically not significant.

Abstract Format

html

Disciplines

Education

Language

English

Extent

156 pages

Rights Statement

Copyright is held by the author.

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