The Relationship Between Learning Styles and Student Performance On the Palmetto Achievement Challenge Test In a Low Performing, Low Socioeconomic-Status School
The intention of this research was to bring light to the current state mandated testing, and possible solutions in assisting educators to address the issues of students not meeting the standards. In more general terms, this study is looking to prove to what extent a student's learning style has on their performance on the Palmetto Achievement Challenge Test (PACT). This study analyzed four of the twenty-six learning preference areas identified by the Learning Style Instrument (LSI) of middle school students in a traditional public middle school in seventh grade. The four areas that were looked at were kinesthetic, tactile, auditory, and visual preferences. Subjects on the PACT test that were used in the correlation included science, social studies, English Language Arts (ELA) and math. This process of investigation intended to reveal the significant or nonsignificant findings related to the learning styles of middle school students and their performance on this test as outlined by state guidelines. Students were grouped in a proficient and advanced group or a basic and below basic group. In order to complete this study, data was gathered from the LSI and the student's score on certain areas of the PACT test were analyzed. The results rendered no significant groups except for the social studies kinesthetic group. All other academic groups and the preference areas including the auditory, visual, and tactile for social studies were not significant. The results may help educators as a whole identify other means of addressing deficiencies that may cause students to perform low on state mandated tests. Educators can use this research data to address the issues of learning styles in preparation and constructing state mandated tests for students across the nation.