Abstract
Changes in learning theory have precipitated changes in the way in which students and the learning process in general are viewed. Research has underscored the differences in student characteristics, especially between students whose temperament styles have been accounted for, and traditional student groups. Research was conducted using a Student Style Questionnaire (SSQ) with middle-school Kuwaiti children to discover the connection between students' temperament styles and academic performance in a science class. Groups of middle-school students who had received low first quarter grades and were enrolled in an after-school tutoring program were studied, with half of the students in a traditional tutoring program and the other half in an SSQ temperament style tutoring program. The results of this study showed that the students in the experimental group (M= 48.99) whose SSQ temperament was applied to learning performed better overall for the academic year than did the students in the control group (M= 45.30). Gender, school type, and residential living area were all analyzed within the experimental group and showed no significant results.
Publisher
Scientific Journal Publishers Ltd
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