Effects of Learning-Style-Responsive Versus Traditional Study Strategies on Achievement, Study, and Attitudes of Suburban Eighth-Grade Mathematics Students

Abstract

This investigation examined the effects of two study strategies on mathematics achievement, studying, and attitudes. One hundred and thirty, eighth-grade students were taught to use either traditional study strategies or learning-style-responsive study strategies when completing mathematics homework and studying for mathematics tests. Analyses of data revealed that the experimental-group students who applied learning-style-responsive strategies had significantly higher mathematics achievement and attitude scores than the control-group students who applied traditional study strategies. No differences were found in either treatment group regarding the frequency of studying for tests. The experimental group's significantly higher achievement scores, in light of no differences found in its frequency of studying, provided compelling support for the application of learning-style-responsive strategies to studying mathematics.