The effects of learning styles on the science process work of middle school students

Abstract

This study examined the effects of middle school students’ learning styles in working with process lab science. The results of lab partners of different and similar learning styles working together were also considered. The lab learning styles of the students were identified and classified into three types. These three types were compared with each other as to their performance on lab process skills, creativity tests, classroom grades and standardized tests. It was found that Type I students recorded higher achievement on classroom grades and lower achievement on creativity ratings. The Type II students recorded lower classroom grades and higher creativity ratings. Both Type I and Type II students scored comparatively high on standardized tests. Type III students performed within the average scores in all areas. There was not any relationship found between learning style and lab process achievement. The learning style of the lab partner did not matter with the Type I and Type II students, but the Type III students preferred to choose their partners, and their lab performance was higher when allowed this choice. It is recommended that educators use learning style information to educate themselves and their students as to individual strengths, weaknesses and preferences. Learning style information is beneficial when selecting lab partners to work on science labs.