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|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|
|Doctoral Committee Chair(s):||Osborne, Edward W.|
|Department / Program:||Education|
|Degree Granting Institution:||University of Illinois at Urbana-Champaign|
|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.
|Rights Information:||Copyright 1995 Dyer, James Edward|
|Date Available in IDEALS:||2011-05-07|
|Identifier in Online Catalog:||AAI9543575|