Item request has been placed!
×
Item request cannot be made.
×
![loading](/sites/all/modules/hf_eds/images/loading.gif)
Processing Request
Investigating Student Achievement Using Equitable Assessments and VARK: An Experimental Study of Secondary School Students in Pakistan.
Item request has been placed!
×
Item request cannot be made.
×
![loading](/sites/all/modules/hf_eds/images/loading.gif)
Processing Request
- المؤلفون: Javed, Misbah; Lashari, Tahira Anwar; Khan, Safdar Abbas; Lashari, Sana Anwar; Khan, Amna; Afzal, Erum; Maqbool, Maajid
- المصدر:
International Journal of Whole Schooling; 2023, Vol. 19 Issue 1, p96-116, 21p
- الموضوع:
- معلومة اضافية
- الموضوع:
- نبذة مختصرة :
Students have diverse learning needs and unique learning styles. Providing options in assessments to address those needs helps eliminate rote learning and also addresses learner diversity (Pauline & Collings, 2018). This study aims to promote student learning by designing teaching activities and assessments to support all students. This experimental study addressed learners having different learning styles and investigated the impact of equitable assessment practice grounded on universal design for learning on the academic achievement of 64 9th graders in a Physics course at a Secondary School in Pakistan. The relationship of VARK learning style on academic achievement was also investigated. The results indicated a significant difference (p = 0.00 < 0.05; Mean difference = 4.031) between the academic achievement of the control and the experimental group supporting equitable assessments and the UDL approach. The correlation between the learning style and academic achievement was not significant. The outcomes of the study recommend that consideration of learning style and needs of students while designing the learning and assessment content can bring better learning outcomes. The results also showed that there is a moderately positive correlation between bimodal learning style and a moderately negative correlation between auditory learning style with the academic achievement of students. It is recommended that the learning style and individual needs of the students should be addressed during the learning and assessment phase. [ABSTRACT FROM AUTHOR]
- نبذة مختصرة :
Copyright of International Journal of Whole Schooling is the property of Whole Schooling Consortium and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
No Comments.