ed iconic. On the other hand 5 out of 6 students who earned a class average of 59% or below ranked iconic on their learning inventory, and 4 out of 6 ranked direct experience. Since direct experience deals with hands on learning activities, and iconic involves illustrations, movies, slides, pictures, graphs, etc, then it can further be concluded that most students who earned a class average of 59% or below were not exposed to an atmosphere conducive to their learning styles.RecommendationsGiven the vast diversity of students in a school, the fact that different learning styles exist lends greater urgency to focusing our attention on fostering positive classroom environments. Teachers should be made aware of potentially motivation-enhancing practices in which they can engage, such as linking subject matter to students’ everyday concerns and gearing activities more toward cooperation rather than competition. Moreover, for teachers to facilitate positive classroom expectations which can lead to higher academic achievement. Finally, the degree of correspondence between teachers and students expectations of the classroom is an important issue to consider. The data reported here, and the suggestions offered for future research testify to the dynamic and contextual nature of classroom expectancy. ReferencesHatcher, J. A. (2001). On-line and off-line survey instruments: motivation, cognitive styles, learning styles, and learning strategies. [On-line]. Available: http://www.tecweb.org/eddevel/canfield1.htmlU.S. Department of Education (1992, June). Hard work and high expectations: motivating students to learn. U.S. Department of Education. [On-Line]. Available: http://www.kidsource.com/kidsource/content3/work.expectations.k12.4htmlMarzano, R.J., Brandt, R. S., Hughes, C. S., Jones, B. F., Presseisen, B. Z., Rankin, S. C., Suhor, C. (1988). Dimensions of thinking: a framework for curriculum and instruction. [On-line].Available: ht...
