The purpose of this study was to determine the effect of various classroom activities on achievement. Learning styles, self-esteem, and gender were considered as covariates. Unique to this study is the comparison of achievement of students involved primarily in individualized activities with achievement of other students involved primarily in group activities.

The population for this study consisted of the 531 students of Loma Linda Academy, California, during the first semester of the 1992-93 school year. The students comprise a highly diversified cultural mix of races, aged 13-18, and are drawn from lower to upper-middle social classes. The sample of students used in this study was the 142 students who registered for the required tenth-grade class in History of Religion III. At the beginning of this study, data on self-esteem were collected using the Coopersmith Self-Esteem Inventory (1990), data on learning style preferences were collected using the Dunn/Dunn/Price Learning Style Inventory (1990), and data on subject knowledge were collected using a teacher-prepared pre/posttest instrument. At the end of this study, data on subject knowledge were collected using the identical teacher-prepared pre/posttest instrument.

Conclusions included: (1) Individualized activities were most effective for producing the highest mean and highest percentage of growth between pre- and post-test scores. (2) Group activities were least effective by generating the smallest amount of growth between pre-and posttest scores. (3) Individualized and group activities combined resulted in the least amount of achievement of all three methods. (4) Definite gender differences existed as related to academic achievement. (5) A correlation existed between levels of achievement and student preferences to learning styles. Recommendations for secondary teachers: (1) Develop individualized activities as a potential means of increasing student achievement. (2) Determine student's preferred learning styles and consider them when planning classroom activities.

Further research is needed to: (1) Determine gender differences in adaptability/flexibility in relation to varying academic methodologies. (2) Confirm/discover teaching methods that incorporate motivational rewards/punishments as related to classroom disciplinary procedures on the secondary level. (3) Determine the relationship of socio-economic levels and achievement. (4) Consider student intelligence levels and/or grade percent averages as covariates regarding achievement.