Date of Award

5-2001

Degree Type

Thesis

Degree Name

Master of Science in Education (MSEd)

Department

Education and Human Development

First Advisor

Dr. Robin E. Umber

Abstract

The purpose of this study is to evaluate the relationship between learning style and level of engagement in math journal writing. After students completed a learning style assessment, they composed a series of 6 journal entries. Each entry was scored "Engaged" or "Not Engaged." There is no statistically significant relationship between a student's learning style and level of engagement. Thus, using a learning style intake assessment to qualify students for a journal writing program may not be appropriate. A teacher should examine the research literature for personally relevant examples and find a colleague at his or her school to facilitate the process of updating classroom practice before engaging in a major change.

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