1. Do they learn differently
Do they learn differently? An investigation of the pre-service teachers from US and China
Presenter: Chi-Ying Betty Hu
Date : March 30, 2009 1 1

2. You, Z. & Jia, F (2008). Do they learn differently
You, Z. & Jia, F (2008). Do they learn differently? An investigation of the pre-service teachers from the US and China. Teaching and Teacher education, 24,

3. Content
I. Introduction
II. Methodology
III. Result
IV. Reflection

4. “Teachers teach the way they learned”
Introduction
“Teachers teach the way they learned”
(Dunn & Dunn,1979)

5. Introduction
Student s from different cultures tend to exhibit different learning styles and adopted different learning approach. (Park, 2000: Rirchardson, 1994)

6. Introduction
Purpose of the study
This study is designed to compare the learning style
and learning approaches of Chinese and American
pre-service teachers.

7. Methodology
Participants
Chinese (n=136) , American(n=134)‏

8. Methodology
Instrument
Two questionnaires
SPSS14.0

9. Methodology Questionnaires ‏
Perceptual Learning Style Questionnaire (PLSQ)
Learning style
Study Process Questionnaire(SPQ)
Learning approach

10. 1.Visual 2. Tactile 3. Auditory 4. Kinaesthetic 6. Individual
Methodology
Proceptual learning style questionnaire(PLSQ)
1.Visual
2. Tactile
3. Auditory
4. Kinaesthetic
5. Group
6. Individual

11. 1. Deep motivation 2. Deep strategy 3. Surface motivation
Methodology
Study process questionnaire (SPQ)
1. Deep motivation
2. Deep strategy
3. Surface motivation
4. Surface strategy

12. Questionnaires (SPQ) (PLSQ)
Methodology
Procedure
Questionnaires (SPQ) (PLSQ)
China
American
Analysis

13. ＜ ＞ Result Table 1-(SPQ) Variable American Chinese Effect size Mean SD
( Cohen's d)
Deep motivation
14.86
3.39
16.04
3.54
-3.4
Deep
strategy
14.26
3.53
15.26
-0.28
Surface
motivation
12.81
3.71
13.63
3.59
-0.22
Surface strategy
15.56
3.51
14.40
3.63
0.32 ＜
Deep
motivation ＞
Surface
strategy

14. DM-Chinese ＞ DM-American
Result
DM-Chinese ＞ DM-American
The Chinese teacher education students are more likely to be motivated due to their intrinsic interests than the American’s

15. SS-American ＞ SS-Chinese
Result
SS-American ＞ SS-Chinese
The American teacher education students
were more likely to adopt surface
strategies such as narrow target and rote
learning to cope with.

16. ＞ ＞ Result Table 2-(PLSQ) Variable American Chinese Effect size MeanSD
( Cohen's d)
Visual
12.41
3.09
11.26
2.07
.33
Tactile
12.80
3.65
13.43
2.55
-.2
Auditory
13.02
2.77
13.14
2.69
-.04
Kinesthetic
14.40
2.91
13.01
3.34
.44
Group
10.92
4.65
10.98
3.19
-0.2
Individual
12.09
4.46
12.89
3.20
-.21 ＞
Visual ＞
Kinesthetic
Note: Means of 13.5 and above = major learning style preference ; means of 11.50–13.49 = minor learning style preference; means of or less = negative learning style preference

17. (Reid,1987) Both the Chinese ESL students and the
Result
Kinesthetic
American: Major(14.40)
Chinese: Minor(13.01)
Both the Chinese ESL students and the
American students were strong in
kinesthetic learning style.
(Reid,1987)

18. Result Visual American students took visual learning style as a
American: Minor (12.24)
Chinese: Negative (11.26)
American students took visual learning style as a
minor rather than a major preference .
(Reid , 1987)
Chinese students were strong visual learners.
(Reid , 1987)

19. Special sample selection Clear explanation of statistic analysis
Reflection
Advantage
Special sample selection
Clear explanation of statistic analysis
Disadvantage
Fewer supports of other researches in
the conclusion.

20. Thanks for your attention.