Learning styles and multiple intelligences in animal science: college instructors and their students

Allen, Crystal Ann

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https://hdl.handle.net/2142/88938 Copy

Description

Title

Learning styles and multiple intelligences in animal science: college instructors and their students

Author(s)

Allen, Crystal Ann

Issue Date

2015-08-27

Director of Research (if dissertation) or Advisor (if thesis)

Hurley, Walter L

Doctoral Committee Chair(s)

Hurley, Walter L

Committee Member(s)

• Nowak, Romana A
• Shike, Daniel W
• Rosch, David M

Department of Study

Animal Sciences

Discipline

Animal Sciences

Degree Granting Institution

University of Illinois at Urbana-Champaign

Degree Name

Ph.D.

Degree Level

Dissertation

Keyword(s)

• Animal Science
• Learning Styles
• Multiple Intelligences
• College Students
• College Instructors

Abstract

There is a disconnection between how college students are taught and what the research has shown to be the most effective teaching methods. A majority of college instructors currently teach primarily using lectures, PowerPoint presentations and written or online tests to assess knowledge. It is not known why these methods are still so prominent in college classrooms since they have repeatedly been found have inadequate effects on learning. The purpose of our study was to characterize the Learning Styles (LS) and Multiple Intelligences (MI) of both the instructors and students and to determine the similarities and differences between those. Using online assessments data was collected from 20 instructors who taught animal science courses and 448 students enrolled in those courses. Our working hypothesis was that there would be differences of the LS and MI between instructors and students. In addition, we hypothesized the instructors were not familiar with LS/MI, were not conscious of their own LS/MI and most likely taught in a manner that accommodated their own LS/MI without being aware of the LS/MI of their students. Results from the Index of Learning Styles (ILS) indicated that the LS preferences of the instructors and students were generally more closely aligned than predicted by our original hypothesis. A statistically significant difference was shown in the sensing/intuitive dimension and the sequential/global dimension of LS. Multiple intelligences of the instructors and students were profiled by the Multiple Intelligences Developmental Assessment Scales (MIDAS) and were generally more closely aligned than predicted by our original hypothesis. Both instructors and students were ranked in the high category for the naturalist MI scale. In addition, it was discovered that the instructors were not familiar with LS or MI and determined that most of the instructors had the desire to alter their courses to address LS/MI of their students. Based on these findings, instructors and students possessed a spectrum of the LS preferences as well as exhibited a wide range of scores on the MI scales. The best instructional plan would include teaching methods and pedagogy that address all LS and MI within each course, allowing for students to use their strong capacities as well as strengthen their weaker ones.

Graduation Semester

2015-12

Type of Resource

text

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http://hdl.handle.net/2142/88938

Copyright and License Information

Copyright 2015 Crystal Allen

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