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The Effects of Learning Style and Information Feedback Strategies on Elementary Students' Achievement: An Example from Dietary Education
The purpose of this study was to examine the effects of learning style and information feedback strategies on elementary students' achievement (knowledge, attitude, behavior and learning motivation). A total of 144 students were selected from four 4th-grade classes of an elementary school in Hsinchu City. These classes were divided into the experimental group (2 classes) and the control group (2 classes). The experimental group was further divided into “the cooperative learning with elaborative feedback group” and “the cooperative learning with knowledge of correct response group”. The control group was further divided into “the self-learning with elaborative feedback group” and “the self-learning with knowledge of correct response group”. All students completed the survey-questionnaires twice for the pre-test and the post-test. Finally, a two-way ANCOVA was utilized for statistical analysis. The major findings of research were as followings: 1.The cooperative learning style was significantly greater than individual learning style in terms of elementary students’ diet knowledge, attitude, and learning motivation. 2.The elaborative feedback strategy was significantly better than knowledge of correct response strategy in terms of the elementary students’ diet learning motivation. 3.“The cooperative learning style with elaborative feedback group” had better diet knowledge and learning motivation than the other three groups. The results showed the cooperative learning style was helpful in improving students’ achievement of diet knowledge, diet attitude, and diet learning motivation. The elaborative feedback strategy was very helpful in increasing students’ diet learning motivation and the teaching method combining cooperative learning style with elaborative feedback strategy was helpful in improving students’ achievement of diet knowledge and learning motivation. The implications for designing curricular for teaching health educators to improve students’ learning effect and future research are discussed.
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