This study will examine the impact the use differentiated instruction, based on cognitive styles, has on students’ self-efficacy. In order to accomplish this, students will be asked to explore what cognitive styles they ascribe to. Then after varied lessons attributing to different learning styles, students will complete a survey to gauge their level of self-efficacy. The goal of this sequence is to determine whether there is a relationship between cognitive styles and self-efficacy. It will also provide insight on how to create the best learning environment to promote academic success through the use of cognitive styles and attention to self-efficacy of every student in the classroom.
Middle Childhood Education
Dr. David Meel
First Advisor Department
Mathematics and Statistics
Mr. Jeffrey Burkett
Second Advisor Department
Educational Foundations and Inquiry
Graham, Ashten, "Cognitive Styles Impact on Student Self-Efficacy" (2015). Honors Projects. 164.
Curriculum and Instruction Commons, Educational Assessment, Evaluation, and Research Commons, Educational Methods Commons