{"id":{"repo_id":"mo-state","oai_identifier":"oai:bearworks.missouristate.edu:theses-1416"},"canonical_url":"https://search.dev.ndltd.org/etd/mo-state/oai:bearworks.missouristate.edu:theses-1416","repository":{"repo_id":"mo-state","name":"Missouri State University","base_url":"https://bearworks.missouristate.edu/do/oai/"},"display":{"title":"A Study of the Perceptual Learning Styles of Fifth and Sixth Grade Remedial and Non-Remedial Math Students","abstract":"One purpose of this study was to determine if there was a significant difference in the perceptual learning styles of remedial and non-remedial mathematics students. A further purpose was to determine if there were any combinations of learnings style variables and mathematics subtest scores that would serve as significant predictors of remedial or non-remedial group placement. Also investigated was the ability of students to accurately identify their perceptual learning strengths by using a self-reporting perceptual preference survey. Participants in the study were fifty-eight students in grades five and six. They attended a rural southwest Missouri elementary school. Instruments used in the study include the Iowa Tests of Basic Skills, Mathematics subtest, a standardized achievement test; the Swassing-Barbe Modality Index, a test to measure perceptual strengths; and the Learning Style Questionnaire, Perceptual Preferences subtest, a self-reporting survey used to identify self-perceived perceptual preferences. No significant difference was found between the perceptual learning styles of remedial and non-remedial mathematics students. There were no significant predictors of remedial or non-remedial group placement, and only about half of the students were able to identify even a portion of their perceptual strengths, with less than twenty percent being completely accurate.","abstract_html":"One purpose of this study was to determine if there was a significant difference in the perceptual learning styles of remedial and non-remedial mathematics students. A further purpose was to determine if there were any combinations of learnings style variables and mathematics subtest scores that would serve as significant predictors of remedial or non-remedial group placement. Also investigated was the ability of students to accurately identify their perceptual learning strengths by using a self-reporting perceptual preference survey. Participants in the study were fifty-eight students in grades five and six. They attended a rural southwest Missouri elementary school. Instruments used in the study include the Iowa Tests of Basic Skills, Mathematics subtest, a standardized achievement test; the Swassing-Barbe Modality Index, a test to measure perceptual strengths; and the Learning Style Questionnaire, Perceptual Preferences subtest, a self-reporting survey used to identify self-perceived perceptual preferences. No significant difference was found between the perceptual learning styles of remedial and non-remedial mathematics students. There were no significant predictors of remedial or non-remedial group placement, and only about half of the students were able to identify even a portion of their perceptual strengths, with less than twenty percent being completely accurate.","abstract_has_math":false,"creators":["Hemen, Janice E."],"institution":null,"degree_name":"Master of Science in Education in Literacy","degree_level":"Masters","degree_discipline":"Reading, Foundations, and Technology","degree_department":null,"school":null,"contributors":["James Layton"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":1983,"date_issued":"1983-12-01T08:00:00Z","date_published":"1983-12-01T08:00:00Z","updated_at":"2026-07-24T03:15:29Z","subjects":["Other Education"],"languages":[],"rights":["© Janice E Hemen"],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://bearworks.missouristate.edu/theses/415","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["James Layton"]},{"key":"dc:creator","label":"Author","values":["Hemen, Janice E."]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"thesis:degree_discipline","label":"Discipline","values":["Reading, Foundations, and Technology"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Masters"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Master of Science in Education in Literacy"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Other Education"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:rights","label":"Dc Rights","values":["© Janice E Hemen"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://bearworks.missouristate.edu/theses/415"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["One purpose of this study was to determine if there was a significant difference in the perceptual learning styles of remedial and non-remedial mathematics students. A further purpose was to determine if there were any combinations of learnings style variables and mathematics subtest scores that would serve as significant predictors of remedial or non-remedial group placement. Also investigated was the ability of students to accurately identify their perceptual learning strengths by using a self-reporting perceptual preference survey. Participants in the study were fifty-eight students in grades five and six. They attended a rural southwest Missouri elementary school. Instruments used in the study include the Iowa Tests of Basic Skills, Mathematics subtest, a standardized achievement test; the Swassing-Barbe Modality Index, a test to measure perceptual strengths; and the Learning Style Questionnaire, Perceptual Preferences subtest, a self-reporting survey used to identify self-perceived perceptual preferences. No significant difference was found between the perceptual learning styles of remedial and non-remedial mathematics students. There were no significant predictors of remedial or non-remedial group placement, and only about half of the students were able to identify even a portion of their perceptual strengths, with less than twenty percent being completely accurate."]},{"key":"dc:title","label":"Title","values":["A Study of the Perceptual Learning Styles of Fifth and Sixth Grade Remedial and Non-Remedial Math Students"]}]}],"canonical_facts":{"dc:contributor":["James Layton"],"dc:creator":["Hemen, Janice E."],"dc:description.abstract":["One purpose of this study was to determine if there was a significant difference in the perceptual learning styles of remedial and non-remedial mathematics students. A further purpose was to determine if there were any combinations of learnings style variables and mathematics subtest scores that would serve as significant predictors of remedial or non-remedial group placement. Also investigated was the ability of students to accurately identify their perceptual learning strengths by using a self-reporting perceptual preference survey. Participants in the study were fifty-eight students in grades five and six. They attended a rural southwest Missouri elementary school. Instruments used in the study include the Iowa Tests of Basic Skills, Mathematics subtest, a standardized achievement test; the Swassing-Barbe Modality Index, a test to measure perceptual strengths; and the Learning Style Questionnaire, Perceptual Preferences subtest, a self-reporting survey used to identify self-perceived perceptual preferences. No significant difference was found between the perceptual learning styles of remedial and non-remedial mathematics students. There were no significant predictors of remedial or non-remedial group placement, and only about half of the students were able to identify even a portion of their perceptual strengths, with less than twenty percent being completely accurate."],"dc:identifier":["https://bearworks.missouristate.edu/theses/415"],"dc:rights":["© Janice E Hemen"],"dc:subject":["Other Education"],"dc:title":["A Study of the Perceptual Learning Styles of Fifth and Sixth Grade Remedial and Non-Remedial Math Students"],"thesis:degree_discipline":["Reading, Foundations, and Technology"],"thesis:degree_level":["Masters"],"thesis:degree_name":["Master of Science in Education in Literacy"]},"updated_at":"2026-07-24T03:15:29Z"}