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dc.contributor.advisorGoodman, Jeffrey A.
dc.contributor.advisorBleske-Rechek, April L.
dc.contributor.authorKrunnfusz, Andrea
dc.contributor.authorMatula, Bethany K.
dc.date.accessioned2011-11-09T18:20:34Z
dc.date.available2011-11-09T18:20:34Z
dc.date.issued2011-05
dc.identifier.urihttp://digital.library.wisc.edu/1793/55034
dc.descriptionColor poster with text and graphsen
dc.description.abstractThe term "learning styles" refers to the idea that individuals differ in which mode of instruction or study is most effective for them. This study presents the results of a controlled experiment designed to test the hypothesis that students who practice with new information through their preferred context (alone vs. small groups) enjoy the situation more, and gain more knowledge from pre- to post-assessment, than do students who practice with the material in their non-preferred context.en
dc.description.sponsorshipUniversity of Wisconsin--Eau Claire Office of Research and Sponsored Programsen
dc.language.isoen_USen
dc.relation.ispartofseriesUSGZE AS589en
dc.subjectIndividualized instruction--Evaluationen
dc.subjectCognitive styes in childrenen
dc.subjectPostersen
dc.titleLearning Styles to the Test : An Experimental Investigation of the Effect of Matching Learning Preferences with Learning Contexten
dc.typePresentationen


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  • Student Research Day
    Posters of collaborative student/faculty research presented at Student Research Day

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