Academic Achievement of Students with Different Learning Styles
Why this work is in the frame
A frame that forgets how it found something cannot be audited. These are the routes that admitted this work.
Bibliographic record
Abstract
The present study investigated the impact of learning styles on the academic achievement of secondary schoolstudents in Iran. The Kolb Learning Style Inventory (1999) was administered in eight public schools in Tehran.The mean of test scores in five subjects, namely English, science, mathematics, history and geography, wascalculated for each student and used as a measure of academic achievement. A total of 285 Grade 10 studentswere randomly selected as sample of this study. The results of the analyses of variance show that there is astatistically significant difference in the academic achievement of the Iranian students that correspond to the fourlearning styles [F(3, 285) = 9.52, p < .05]; in particular, the mean scores for the converging and assimilatinggroups are significantly higher than for the diverging and accommodating groups.
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Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.000 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.001 | 0.000 |
| Research integrity | 0.000 | 0.001 |
| Insufficient payload (model declined to judge) | 0.001 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from it