Do they learn differently?An investigation of the pre-service teachers

from US and China

Presenter: Chi-Ying Betty Hu

Date: March 30, 2009

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You, Z. & Jia, F (2008). Do they learn differently? An investigation of the pre-service teachers from the US and China. Teaching and Teacher education, 24, 836-845.

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Content

I. Introduction

II. Methodology

III. Result

IV. Reflection

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Introduction

(Dunn & Dunn,1979)

Teachers teach the way they learned.

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Introduction

Student s from different cultures tend to exhibit different learning styles and adopted different learning approach.

( Rirchardson, 1994)

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Introduction

Purpose of the studyPurpose of the study

This study is designed to compare the learning style and learning approaches of Chinese and American pre-service teachers.

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ParticipantsParticipants

Methodology

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Methodology

InstrumentInstrument

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Methodology

QuestionnairesQuestionnaires

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Methodology

Perceptual learning style questionnaire(PLSQ)

2. Tactile

1.Visual

3. Auditory

4. Kinaesthetic 5. Group

6. Individual

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Methodology

Study process questionnaire (SPQ)

2. Deep strategy

1. Deep motivation

3. Surface motivation

4. Surface strategy

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Methodology

ProcedureProcedure

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Variable 　 American 　 Chinese 　 p　 　 Mean SD 　 Mean SD 　Deep motivation

14.86 3.39 16.04 3.54 .006＊Deep strategy 14.26 3.53 15.26 3.53 .021Surface motivation 12.81 3.71 13.63 3.59 .072Surface strategy 15.56 3.51 14.40 3.63 .009＊

Table 1-(SPQ)

Result

＜

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Deepmotivation

Surfacestrategy

Finding of different Learning Approach

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Result

DM-Chinese ＞ DM-American

The Chinese teacher education students are more likely to be motivated due to their intrinsic interests than the American’s

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Result

SS-American ＞ SS-Chinese

The American teacher education students were more likely to adopt surface strategies such as narrow target and rote

learning to cope with.

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Variable 　 American 　 Chinese 　 P-Value　 　 Mean SD 　 Mean SD 　

Visual 12.41 3.09 11.26 2.07 .007＊Tactile 12.80 3.65 13.43 2.55 .108

Auditory 13.02 2.77 13.14 2.69 .730

Kinesthetic 14.40 2.91 13.01 3.34 .000＊＊Group 10.92 4.65 10.98 3.19 .909

Individual 12.09 4.46 12.89 3.20 .096

Table 2-(PLSQ)

Result

Kinesthetic

Visual

＞＞

Note: Means of 13.5 and above = major learning style preference ; means of 11.50–13.49 = minor learning style preference; means of 11.49 or less = negative learning style preference

Finding of different Learning Style

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Result

Both the Chinese ESL students and the American students were strong in kinesthetic learning style.

(Reid,1987)

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Result

American students took visual learning style as a minor rather than a major preference . (Reid , 1987)

Chinese students were strong visual learners. (Reid , 1987)

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Reflection

Advantage Special sample selection Clear explanation of statistic analysis

Disadvantage Can not find enough supports from other researchers in the conclusion section.

Thanks for your attention.Thanks for your attention.