Andrea Honigsfeld: Hungarian Adolescents’ Learning Style Preferences by Age, Gender, and Achievement Level

This paper identified and compared the learning-style preferences of adolescents in Hungary, and analyzed the similarities and differences by age, gender, and academic achievement. The Hungarian translation of the Learning Style Inventory (LSI) (Dunn, Dunn and Price, 1996) for Grades 5–12 was used. For descriptive statistics, means and standard deviations were calculated. For inferential statistics, univariate analyses of variance (ANOVAs), t tests, and Scheffe post-hoc tests were applied. The alpha level was established at the p<0,05 level. Findings revealed that (a) eleven learning-style elements significantly discriminated among 13-, 15-, and 17-year-old students; (b) eight elements differentiated between male and female adolescents; and (c) seven learning-style elements significantly discriminated among the gifted, high-/average- and low-achieving students. These findings supported and supplemented previous research by Milgram, Dunn and Price (1993), Lo (1984) and Pengiran-Jadid (1998).

MAGYAR PEDAGÓGIA 103. Number 2. 175-187. (2003)

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