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Conclusion Chapter - Dissertation Example

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Conclusion Summary of the Thesis For the first research question on ascertaining the main preferences in learning styles of female and male seventh- and eight-graders studying in prep schools located in Jeddah, Saudi Arabia, who have low reading achievement scores, it was found that male seventh graders have a marked preference for multi-learning styles irregardless of their reading achievement, specifically the quad style…
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Download file to see previous pages Meanwhile, gender and grade level were found to have a significant relationship with reading achievement, while gender and VARK7G learning styles in turn correlated with the dependent variables. RAAF and FT scores were also found to differ greatly based on gender. Grade and gender were found to be significant factors, especially with respect to reading achievement. Meanwhile, gender and multi-single learning styles were likewise found to have a significant relationship. Gender was also found to affect FT and RAAF scores. While males were found to be affected greatly by grades and VARK7G categories, the same could not be said for their female counterparts. Their learning styles in RAAF were also less error-prone, and particular learning styles were said to be more or less effective for males than females. All in all, learning styles are said to differ not only based on one’s gender, but also on age and grade level – which is why teachers need to vary their lesson plans according to these considerations. Research Question 3 aimed to determine if there are significant differences between males and females in terms of learning style. The study found that at least 1.6% of the variance in learning styles is due to gender, and it has also been observed that males and females alike tend to prefer multi-learning style. All in all, the gender-based differences in learning style preference are marginal at best, with both genders choosing the quad and aural styles as their most and least preferred learning styles, respectively. Research Question 4 asks the following: In Arabic reading classes, do teaching strategies significantly affect reading achievement among students? The TRSQ is divided into subscales referring to reading instruction (RI), reading resources and types of text (RR), reading activities and behaviour (RA), development of ...Download file to see next pagesRead More
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