have one significant similarity (see figure 5). Four out of four of the students ranked independence (working alone and independently; determining one’s own study plan; doing things for oneself) in their learning styles inventory. Finally, students with grades 59% or less also had one significant similarity (see figure 6). Six out of six of those students ranked numeric in their learning styles inventory. Also, five out of six of those students ranked peer and iconic in their learning styles inventory. DiscussionThe results presented here indicate that there is no significant difference existed in classroom expectancy and academic achievement. Of the student population enrolled in World Civilization class there was an 84% likelihood a student will not score 20 points below their classroom expectancy. In accordance with the work done by Marzano, I found a student’s predicted level of performance had positive effects on student academic achievement. For example, the results showed student’s who expected to achieve a grade of 90% or above did achieve an overall higher percentage grade than the other students as a whole. Therefore, it can be concluded that classroom expectancy does play a role in academic achievement.This study also indicated interactions existed between learning styles that result in differential patterns of academic achievement in the classroom. For example, 4 out of 5 students who earned a class average of 90% or above ranked organization in their learning inventory. On the contrary, only 1 student who earned a class average of 59% or below ranked organization in their learning inventory. As a result of this finding, it can be concluded that organizational skills of students does have an affect in the academic achievement of students. Also noted, not one student who scored an class average of 90% or above ranked direct experience in their learning inventory, and only 2 out of 5 students rank...
