Learning Perceptions and Achievement: A Pilot Study of Latino Fourth-Grade English Learners

• In Event: 65.052 - Social Justice for Learning: English Language Learners and Bilingual Students

Abstract

This study seeks to examine student achievement by determining whether a Behaviorist or Constructivist approach is most preferable to fourth grade Latino English learners. A four point Likert scale questionnaire was used to determine learning style preferences on a sample of 57 fourth grade students in a school district in southern California. The questionnaire was divided into three categories, which included: 1) math perceptions, 2) planning strategies, and 3) background information. Descriptive statistics showing student demographics and inferential statistics in the form of regressions were utilized in gathering data. Results showed Behaviorist characteristics predicted Constructivist learning preferences and vice versa. Results also showed distinction in planning strategies between English learners and proficient English learners.

Author

• David J. Tarazon, Claremont University - Claremont Graduate University