Abstract
Purpose. The purpose of this study was to examine the effects of perceptual preference, motivation, and academic achievement on short- and long-term vocabulary and attitude scores of ninth, tenth, eleventh, and twelfth grade students. Methodology. The entire population of 535 high school students was diagnosed for their learning style preferences utilizing the Learning Style Inventory (Dunn, Dunn, and Price). Subsequently ninety-seven students were selected based on either a high or low preference for the element of motivation. The element of perceptual preference was included as part of the experimental study. All 535 students participated in a repeated measures design that used short- and long-term vocabulary learning. Week One--Auditory/Visual vocabulary homework assignments were required, followed by Week Two--Tactual/Kinesthetic homework. Students were tested at the end of each week for knowledge and attitude, and at the end of six months for long-term vocabulary retention. Perception, motivation, achievement, attitude, and vocabulary scores were analyzed using descriptive and inferential statistics. Findings. (1) Grouping students according to perception Auditory/Visual or Tactual/Kinesthetic without matching to complementary instructional approaches had no impact on short- or long-term vocabulary learning. Matching individual student modality--auditory, visual, or tactual/kinesthetic increased both performance and attitude scores; (2) High motivation, high achievement, and a positive attitude corresponded to continued high performance, whereas low motivation and achievement correlated; (3) Attitude toward the learning task correlated positively with matched conditions. Recommendations. (1) Students should be diagnosed for perceptual preference and allowed to initially absorb new and difficult information through individual perceptual strengths as this may lead to increased academic performance, higher motivation, and a more positive attitude; (2) Teachers should allow students to make choices regarding the type of homework requirements; (3) Administrators should support the requests of legislators to achieve individualization within the framework of instructional programs in order to enhance educational opportunities for all students; (4) Legislators should provide the funding necessary to develop and implement individualization of instructional programs.