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Thesis/Dissertation Information
- Degree Disciplines:
- Education
Notes
- Abstract:
- Purpose : The purpose of this study was to compare the learning style preference of students enrolled in introductory science classes and their achievement as measured by the grade they earned in the class at the end of the semester. The learning style preference of the participants was assessed using the Felder and Soloman (1999) Index of Learning Styles (ILS), which is based on Jung (1971) and Kolb (1981) theories of information processing, and on Dewey (1944), Piaget (1972), Vygotsky (1978), and Claxton and Murrel (1978) theories on learning. Methodology : Learning Style Inventories have been used mainly in the development of teaching techniques for the social science classroom at the high school level, and for the development of curriculum at the undergraduate level in the agricultural sciences (Cano, 1999). Only a few studies have been conducted on the significance of learning style preferences on achievement. Dunn and Dunn (1979), Claxton and Murrell (1987), and Anderson and Adams (1992) conducted studies on the significance of learning style preference and achievement for high school students in social sciences, and found that the learning style preference related directly to their achievement at this level of education. Roig (2008) conducted a study on the effect of learning style preference on achievement for biology majors and found that learning style preference does not play a significant role in achievement for biology students enrolled in introductory biology at the college level. The population chosen for this study was students enrolled in introductory science classes, which produced a sample consisting of 188 participants. The data collected were analyzed by One-way ANOVA with the learning style preference as the independent variable and the grade achieved at the end of the class as the dependent variable. The limitations in this study were the non-random selection of the classes, the exclusion of most of the science areas, and the homogeneity of teaching and class management styles of the instructors. Findings : The results from the One-way ANOVA indicate that there was no significant relationship between learning style preference and grade (p>.05). These results confirm the findings obtained by Roig (2008) for students enrolled in introductory science courses at the college level but contradict the findings from previous studies in social sciences at the high school level. The findings of the study suggest that this research should be replicated using a larger random population of science majors enrolled in advanced science classes. The evaluation of achievement should be conducted using tests developed by the national science organizations to evaluate knowledge in the area being taught. The results also suggest that a qualitative study should be conducted on the experiences of the instructors teaching these classes, and on the experiences of the students involved in the study.
- Thesis:
- Thesis (Ph.D.)--Barry University, 2012.
- Bibliography:
- Includes bibliographical references (leaves 56-65).
Record Information
- Source Institution:
- Barry University
- Holding Location:
- Barry University Archives and Special Collections
- Rights Management:
- Copyright Jorge E. Salinas. Permission granted to Barry University to digitize, archive and distribute this item for non-profit research and educational purposes. Any reuse of this item in excess of fair use or other copyright exemptions requires permission of the copyright holder.
- Resource Identifier:
- LB1063.S35 2012_SalinasJorge ( BU-Local )
- Classification:
- LB1063.S35 2012 ( lcc )
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