University of Illinois Urbana-Champaign

Effects of teaching approach on achievement, retention, and problem-solving ability of Illinois agricultural education students with varying learning styles

Dyer, James Edward

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https://hdl.handle.net/2142/19661

Description

Title
Effects of teaching approach on achievement, retention, and problem-solving ability of Illinois agricultural education students with varying learning styles
Author(s)
Dyer, James Edward
Issue Date
1995
Doctoral Committee Chair(s)
Osborne, Edward W.
Department of Study
Education
Discipline
Education
Degree Granting Institution
University of Illinois at Urbana-Champaign
Degree Name
Ph.D.
Degree Level
Dissertation
Keyword(s)
  • Education, Agricultural
  • Education, Secondary
Language
eng
Abstract
  • The primary purpose of this study was to compare the effects of the problem solving (PSA) and subject matter approaches (SMA) on achievement, retention, and problem solving ability of students with varying learning styles.
  • The population was Illinois high school students enrolled in agricultural education courses. The sample was purposively selected based upon teachers' proficiency with both teaching approaches. Inservice instruction was provided. Intact sample sizes of 72 (PSA) and 60 (SMA) students were used. The independent variable was teaching approach. Dependent variables included student achievement, retention of knowledge, student problem solving ability, and attitude. Student learning style was an antecedent variable. Pretests and normal curve equivalence (NCE) scores were used as covariates. The nonequivalent control group design was used.
  • Data collected were NCE scores, learning style inventories, and scores from pretests, attitude assessments, achievement tests, retention tests, problem solving ability tests, absentee lists, and audio tapes of classes. Data analysis was accomplished through use of multivariate and univariate analysis of covariance, one-way ANOVA, t tests, means, standard deviations, correlations, frequencies, percentages, and multiple comparison procedures. The problem solving approach produced significantly higher scores in student problem solving ability across all learning styles. Interaction effects of treatment and learning style revealed significant increases in achievement scores of field-neutral learners. No significant differences were detected across learning styles on retention scores. Ninth grade students were predominantly field-dependent. All instructors and a majority of students in grades 10-12 were field-independent. Problem solving ability increased by grade level and was higher for field-independent learners.
Type of Resource
text
Permalink
http://hdl.handle.net/2142/19661
Copyright and License Information
Copyright 1995 Dyer, James Edward

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Graduate Dissertations and Theses at Illinois PRIMARY
Graduate Theses and Dissertations at Illinois
Dissertations and Theses - Education
Dissertations and Theses from the College of Education