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|Title:||A study of the relationship between teachers' and students' learning styles and students' achievement in business communications|
|Author(s):||Campbell, Betty Williamson|
|Doctoral Committee Chair(s):||Johnson, William D.|
|Department / Program:||Education|
|Degree Granting Institution:||University of Illinois at Urbana-Champaign|
Education, Curriculum and Instruction
|Abstract:||The purpose of this study was to determine the relationship between learning styles and student achievement in Business Communication classes taught on microcomputers. A second purpose was to examine a possible relationship between the match/mismatch of the instructor's learning style with students' learning style and the students' achievement in the course. Also demographic variables and students' attitudes were examined. Learning style was defined in terms of the Gregorc Style Delineator. Achievement was defined in terms of an instructor-developed final examination. The subjects were primarily under-graduate students enrolled in two sections of Business Communication at Eastern Illinois University.
Data were collected in four steps. First, students were given the Gregorc Style Delineator and a demographic instrument. After six class periods of instruction on WordPerfect and Zenith microcomputers the students completed a two-part pretest. For the next 12 weeks the instructor introduced new material for the course. Students composed business letters and memorandums at the microcomputers while the instructor observed, coached, and answered questions. At the end of the semester the students took a posttest to determine their achievement in the course. They also completed an attitude assessment instrument which elicited their feelings about the course, method of teaching, and the instructor.
No statistically significant differences were found when comparing students' learning styles and their achievement in the course. No statistically significant differences were found when comparing students' achievement in the course when the students' learning style matched/mismatched the instructor's.
Females scored higher on the posttest than did men. Graduate students scored higher than undergraduates. While students matched with the learning style of the instructor rated the course and the method higher than did those students who were mismatched, the difference was not statistically significant. Students mismatched with the instructor's learning style rated the instructor slightly higher than did the matched students.
|Rights Information:||Copyright 1989 Campbell, Betty Williamson|
|Date Available in IDEALS:||2011-05-07|
|Identifier in Online Catalog:||AAI8924784|