To view the entire report click on the link below:
http://www.broward.k12.fl.us/research_evaluation/researchresults/470Grant/470Grant.pdf

Abstract

This study investigated the relationship between (a) school scheduling type,
(b) cognitive learning styles, (c) student ethnicity, (d) foreign language grade point
average (FLGPA), and (e) gender. The Group Embedded Figures Test (GEFT), the
Student Demographic Data Form (SDDF) was administered to 45 female and 23 male
students who had completed the French End of the Course Examination (FECE):
Level 1. A Kendall Tau-b Correlation Coefficient was employed to investigate
relationships between the predictor variables and the criterion variable. The only item
statistically significant was the FLGPA (tau-b = .655, p < .01). An Ordinal
Regression analysis also found that FLGPA was the best predictor of academic
achievement, which accounted for 59% of the variance. These results are consistent
with reported in previous studies conducted in the United States. The findings
indicated that student’s academic achievement scores were not associated with field
dependency/field independency. The skewness of the sample was because
participation in the study was voluntary. Recommendations for future research
include replication with a larger sample, and use of a valid and reliable instrument to
measure student achievement in French.