Differences between the emotionality preferences of Chapter 1 and non-Chapter 1, African-American students

Armand Benedict Devezin

Abstract

This study investigated the differences between Chapter 1 and non-Chapter 1 African American students on the learning style emotionality preferences of motivation, persistence, responsibility, and structure. The sample consisted of 116 African American fifth- and sixth-grade students from an urban school district in Louisiana. Fifty-eight students received Chapter 1 services and 58 students did not receive Chapter 1 services. The students were administered the Learning Style Inventory (LSI) (Dunn, Dunn, & Price, 1989). The statistical test used to determine the hypotheses of significant differences was the t-test. The analyses of the data revealed that the Chapter 1 African American students in the sample have a preference for external motivators such as teacher encouragement and supervision when they are learning and processing information. A higher mean score for non-Chapter 1 students indicated that they are more intrinsically motivated and prefer to engage in learning activities with less direct teacher supervision. Analyses of the data revealed that Chapter 1 African American students were less responsible than non-Chapter 1 African American students. This indicates that the non-Chapter 1 students in the sample are more conforming to teachers' directions and expectations. The data did not show significant differences between the Chapter 1 and non-Chapter 1 students on the elements of persistence and structure. The data supports prior research that low reading achievement students are less motivated and less responsible than high reading achievement students.