nt (Walker, 2001). Given the amount of prior research, I sought to clarify the relationship between student expectations in the classroom and the likelihood of student academic achievement due to that expectation. GoalsThe primary goal of the study was to evaluate how classroom expectancy impacted student academic achievement. Also, to test whether there existed interactions between learning styles that resulted in differential patterns of academic achievement in the classroom. ObjectivesThe purpose of this study was twofold: first, to investigate how classroom expectations impacted upon student achievement; second, to test whether there existed interactions between classroom learning styles that resulted in differential patterns of academic achievement in the classroom.DesignSubjectsThirty students enrolled in McCreary Central High School located in South Eastern Kentucky participated in this study. Students were randomly sampled from two World Civilization classes which is a required class for all tenth grade students. From the sampled students population, twelve were males, and eighteen females. The survey instrument was administered approximately 11 weeks into the Spring 2001 semester. MeasuresSubjects responded to scales from the Canfield’s Learning Styles Inventory (CLSL: Hatcher, 2001). This is a 30-item inventory, which determines learning preferences. Each item has four choices, which are ranked from 1 to 4 in terms of preference. Results are given for four categories: conditions, content, mode, and expectancy. Scores for each category can be interpreted in terms of the following criteria: (a) peer (working in student teams; good relations with other students; having student friends; etc.); (b) organization (course work logically and clearly organized; meaningful assignments and sequence of activities); (c) goal setting (setting one’s own objectives; using feedback to modify goals and procedures; makin...
