Learning styles of urban and rural black South African children

[摘要] The learning styles of 30 urban and 30 rural black children were rated by their teachers, usingthe Learning Style Identification Inventory. The results obtained frtiin the teachers of the ruralsample were found to be inaccurate. It was therefore not possible to make comparisons withprevious findings. The results of the urban sample suggest that, on the Abstract-Concretedimension their learning styles tended towards the Concrete end of the dimension, and on theVerbal-imaginal dimension, their ratings tended towards the Imaginal end of the dimension.An analysis of variance and Bonferroni / test indicated that these children were ratedsignificantly more Imaginal than Verbal and significantly more Concrete than Abstract Thesefindings are in contrast with previous research in other countries and tentatively suggest thaturban children in South Africa are functioning in a manner more consistent with findingsregarding learning styles of rural children in other countries. This has implications for teachersand the teaching styles of teachers in urban schools.

[发布机构] University of the Witwatersrand