The Relationship Between Classroom Environment and the Learning Style Preferences of Gifted Middle School Students and the Impact on Levels of Performance

Abstract

Inconsistent performance by gifted students has been a source of frustration for both parents and educators for decades. Several studies on gifted underachievement point to a connection between student learning styles and classroom performance. This study examined the learning styles of gifted middle school students, student perceptions of the classroom environment, and possible connections between learning style, classroom environment, and achievement levels. Eighty gifted students from grades 6, 7, and 8 were administered the Learning Style Inventory (LSI) to identify student learning style preferences. They were also administered the Student Perception Inventory (SPI), developed for the study, in order to determine perceptions of these learning style elements in their classroom environments. Results indicated that the LSI elements of persistence and lighting correlated with achievement in all content areas. Additionally, correlations between higher grade point averages (GPA) and LSI preferences for responsibility and teacher motivation were found in science and math classes. Results of the SPI revealed a correlation between higher grade point averages in social studies and science classrooms and the following items: persistence; motivation; and auditory, tactile, and kinesthetic modalities. All subject areas showed a correlation between higher GPA and the students’ perceived level of persistence.