Mathematics, Reading and Time Preferences

The purpose of Virostko’s (1983) investigation was to examine the relationships among class instructional schedules, learning style Time preferences, and grade level, and their effect on the mathematics and reading achievement test scores of third, fourth, fifth, and sixth graders. Dunn, Dunn, and Price’s concept of learning style was employed as the theoretical framework. Their instrument, the Learning Style Inventory (LSI) (1975, 1978, 1981) was utilized to establish the profile of individual preferences.

This research:

• substantiated which of the 286 subjects were either matched or mismatched for Time preference and instructional schedule during each of two consecutive years of study; and
• assessed whether individually or interactively, the three independent variables (Time preference, class instructional schedules for each of two years, and grade level) significantly affected the two dependent variables (NCE achievement test scores in mathematics and reading).

Data were analyzed using three-way analysis of variance procedures with one repeated measure. For all data analyses procedures, hypotheses were tested at the .05 level of confidence.

The findings revealed that:

• students whose Time preferences and class schedules were congruent, achieved significantly higher test scores; and
• when Time preferences and class schedules were dissonant, lower scores were evidenced.

Thus, this investigation demonstrated that class instructional schedules coordinated with individual Time preferences were the most significant factors responsible for increasing achievement test scores in both mathematics and reading at the .001 level of confidence.