A Study on the Relationship between Learning Styles and Peer Relations for Elementary School Children in Yunlin County

• Main Authors: Hsiu-Ling Dong, 董秀琳
• Other Authors: Wen-ying Hsieh
• Format: Others
• Language: zh-TW
• Published: 2007
• Online Access: http://ndltd.ncl.edu.tw/handle/12569835893154583057

碩士 === 國立雲林科技大學 === 技術及職業教育研究所碩士班 === 95 === The purpose of this research aims to understand the learning styles and peer relations of elementary school students in Yunlin County. The goals are set as: (1) To investigate the correlated theory and research on learning styles and peer relations. (2) To investigate the distribution of students’ learning styles, strength and contemporary peer relations. (3) To investigate the difference of students’ learning styles and peer relations caused by different background variables of learning styles and peer relations. (4) To investigate the difference of peer relations among the elementary school children of the same learning styles. (5) To investigate the correlations between the intensity of learning styles and peer relations. (6) To investigate the difference of peer relations of the elementary school children that belong to different background variables and learning styles (7) Based on the results, to propose concrete suggestions for elementary teachers as reference to teaching and counseling school children to learning, as well as developing good peer relations. The methods of the research are document analysis and questionnaire inquiry, targeting at the fifth and sixth-grade school children in the six elementary schools in Yun-lin County, including Gongcheng, Jhenan, Yunlin, Huwei, Liren, and Bechen elementary school. The research instrument is decided to the questionnaire which focuses on learning styles and peer relations of elementary school children. 406 copies of the questionnaire are distributed. After scoring and kicking off the samples with random answers and missing value, 400 copies of valid samples are retrieved with the recovery of valid questionnaires going to 98%. Received data are ran data analysis by statistical means of descriptive statistics, chi-square, t-test, one-way ANOVA, Pearson product-moment correlation, and two-way ANOVA. The results are as follows: 1. The “activist” learning style is at maximum in school children. It goes up to more than one-sixth of proportion in all kinds of learning styles. The intensity of “activist” and “theorist” styles is stronger than that in original sample norm, while in “reflector” and “pragmatist” styles, it is slightly weaker in raw sample norm. The intensity of the four kinds of learning styles is weaker than that of the school children in Kaoshung. Besides, peer relation goes well between school children at present time. 2. Elementary school children’s distribution of learning style, intensity and peer relation vary distinctively by their genders while not by grades. 3. Peer relation varies indistinctively among the elementary school children of different learning styles. 4. The intensity of learning styles and peer relation are both correlated. 5. Peer relation between the elementary school children varies indistinctively. According to the result analysis mentioned in this research, suggestions are proposed to teachers as reference to teaching, counseling and further study. Key words: elementary school children, learning styles, peer relation