Is the student-centered learning style more effective than the teacher-student double-centered learning style in improving reading performance?

Yang DONG, Xiaoying WU, Weisha WANG, Shuna PENG

Research output: Contribution to journalArticles

Abstract

Appropriate learning styles enhance the academic performance of students. This research compares and contrasts the popular effect of teacher-student double centered learning style (TSDCLS) and student-centered learning style (SCLS) on one's reading, including reading comprehension, inference, main idea abstraction, and reading anxiety. One hundred and fifty one students in grade 4 from three groups (two experimental groups and one control group) participated in the experiment with 18 weeks' reading comprehension training. The results showed that, first, both learning styles contributed to students' reading comprehension, inference, main idea abstraction, and reading anxiety. Second, the TSDCLS contributed more to reading anxiety, and the SCLS contributed more to reading comprehension. Both learning styles had similar effects on inference and main idea abstraction. From the correlation test, excluding the correlation between SCLS and reading anxiety which was not significant, all other effects were significant. These findings are discussed along with implications and ideas for future research. Copyright © 2019 Dong, Wu, Wang and Peng.
Original languageEnglish
Article number2630
JournalFrontiers in Psychology
Volume10
DOIs
Publication statusPublished - Nov 2019

Citation

Dong, Y., Wu, S. X., Wang, W., & Peng, S. (2019). Is the student-centered learning style more effective than the teacher-student double-centered learning style in improving reading performance? Frontiers in Psychology, 10. Retrieved from https://doi.org/10.3389/fpsyg.2019.02630

Keywords

  • Learning style
  • Teaching-learning style
  • Reading research
  • Reading comprehension
  • Intervention

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