| Summary: | 碩士 === 國立彰化師範大學 === 教育研究所 === 96 === The Relationship among Learning Style, Information Literacy and Academic Performance of Junior High School Students
Chao-Cheng Chen
Abstract
The main purposes of this study were to explore the relationship among learning style and information literacy and academic performance of junior high school students.
A total of 666 students, randomly selected from public junior high schools in Taiwan, responded to a set of instruments Information Literacy Scale and Kolb’s Learning Style Inventory. The statistical methods used to analyze the data were descriptive statistics, one-way ANOVA, two-way ANOVA, product-moment correlation, and stepwise regression analysis.
The conclusion of this study were summarized as follows:
1. Significant differences were found in the abstract/concrete dimension based on gender. Male students tended to score higher on the abstract conceptualization while female students tended to concrete experience.
2. There were no significant differences in the abstract/concrete dimension based on grade level. Most junior high school students were concrete.
3. There were no significant differences in the active/reflective dimension. Most junior high school students were active .
4. There were significant differences in information literacy based on gender. Female students were better than male students.
5. There were significant differences in information literacy concerning grade level. The grade 7 students were better than the grade 9 students in task definition.
6. The students’ preferences for learning styles were diverger, accommodator, assimilator, and converger in priority.
7. There were no significant differences among four learning styles on the information literacy .
8. Significant differences were found among four learning styles on academic performance.
9. There were significant correlations between learning style and information literacy.
10. Based on the result of the stepwise regression analysis, the learning style and information literacy were significant predicators for students’ academic performance .
Finally, some suggestions for teachers, schools, education administration agencies, and future research were proposed according to the results.
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