EFFECTS OF LEARNING-STYLE AWARENESS AND RESPONSIVE STUDY STRATEGIES ON ACHIEVEMENT, INCIDENCE OF STUDY, AND ATTITUDES OF SUBURBAN EIGHTH-GRADE STUDENTS

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 mathe-matics homework and studying for mathematics tests. Analyses of data revealed that the students who applied learning-style-responsive strategies had significantly higher mathematics achieve-ment and attitude scores than the students who applied traditional study strategies. No differences were found in either treatment group regarding the frequency of studying for tests. The learning-style group’s significantly higher achievement scores in light of no differences found in its fre-quency of studying, provided compelling support for the application of learning-style-responsive strategies to studying mathematics. he effects on achievement of homework and studying vary by grade level, but the positive influence of these two activities on many middle-school students has been