Betty S P P T On 30 March

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Betty S P P T On 30 March

  1. 1. Do they learn differently? An investigation of the pre-service teachers from US and China Presenter: Chi-Ying Betty Hu Date: March 30, 2009
  2. 2. <ul><li>You, Z. & Jia, F (2008). Do they learn differently? An investigation of the pre-service teachers from the US and China. Teaching and Teacher education, 24 , 836-845. </li></ul>
  3. 3. Content <ul><li>I. Introduction </li></ul><ul><li>II. Methodology </li></ul><ul><li>III. Result </li></ul><ul><li>IV. Reflection </li></ul>
  4. 4. Introduction <ul><li>(Dunn & Dunn,1979) </li></ul>Teachers teach the way they learned .
  5. 5. Introduction <ul><li>Student s from different cultures tend to exhibit </li></ul><ul><li>different learning styles and adopted different </li></ul><ul><li>learning approach. </li></ul><ul><li>( Rirchardson, 1994 ) </li></ul>
  6. 6. Introduction <ul><li>Purpose of the study </li></ul><ul><li>This study is designed to compare the learning style </li></ul><ul><li>and learning approaches of Chinese and American </li></ul><ul><li>pre-service teachers. </li></ul>
  7. 7. Methodology Participants ‏
  8. 8. Methodology Instrument
  9. 9. Methodology Questionnaires ‏
  10. 10. Methodology Perceptual learning style questionnaire(PLSQ ) 2. Tactile 1 .Visual 3. Auditory 4. Kinaesthetic 5. Group 6. Individual
  11. 11. Methodology Study process questionnaire (SPQ) 2. Deep strategy 1 . Deep motivation 3. Surface motivation 4. Surface strategy
  12. 12. Methodology Procedure
  13. 13. Table 1-(SPQ) Result < > Deep motivation Surface strategy Finding of different Learning Approach Variable   American   Chinese   p     Mean SD   Mean SD   Deep motivation 14.86 3.39 16.04 3.54 .006 * Deep strategy 14.26 3.53 15.26 3.53 .021 Surface motivation 12.81 3.71 13.63 3.59 .072 Surface strategy 15.56 3.51 14.40 3.63 .009 *
  14. 14. Result The Chinese teacher education students are more likely to be motivated due to their intrinsic interests than the American’s DM-Chinese > DM-American
  15. 15. Result The American teacher education students were more likely to adopt surface strategies such as narrow target and rote learning to cope with . SS-American > SS-Chinese
  16. 16. Table 2-(PLSQ) Result Kinesthetic Visual > > Note: Means of 13.5 and above = majo r learning style preference ; means of 11.50–13.49 = minor learning style preference; means of 11.49 or less = negative learning style preference Finding of different Learning Style Variable   American   Chinese   P -Value     Mean SD   Mean SD   Visual 12.41 3.09 11.26 2.07 .007 * Tactile 12.80 3.65 13.43 2.55 .108 Auditory 13.02 2.77 13.14 2.69 .730 Kinesthetic 14.40 2.91 13.01 3.34 .000 ** Group 10.92 4.65 10.98 3.19 .909 Individual 12.09 4.46 12.89 3.20 .096
  17. 17. Result Both the Chinese ESL students and the American students were strong in kinesthetic learning style. (Reid,1987)
  18. 18. Result American students took visual learning style as a minor rather than a major preference . (Reid , 1987) Chinese students were strong visual learners. (Reid , 1987)
  19. 19. Reflection <ul><li>Advantage </li></ul><ul><li>Special sample selection </li></ul><ul><li>Clear explanation of statistic analysis </li></ul><ul><li>Disadvantage </li></ul><ul><li>Can not find enough supports from other </li></ul><ul><li>researchers in the conclusion section. </li></ul>
  20. 20. <ul><li>Thanks for your attention. </li></ul>

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