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|Title:||The Relationship of Preferred Learning Styles of Teachers and Students to Students' Ratings of Their Teachers|
|Author(s):||Helgesen, Marlene George|
|Department / Program:||Education|
|Degree Granting Institution:||University of Illinois at Urbana-Champaign|
|Subject(s):||Education, Curriculum and Instruction|
|Abstract:||The major purpose of this study was to determine whether individual learning style preferences play a significant role in students' perceived effectiveness of teachers. The disciplines studied included business administration, accountancy, and economics. The populations sampled were teaching assistants and their students from these disciplines.
The students' perceptions of their teachers were measured by a rating scale (ICES) presently utilized by the University of Illinois, Urbana. The learning style preferences and similarities of the teachers and of their students were both studied.
A significant relationship was demonstrated only when the similarities of the teachers and their students were compared to the students' ratings. More specifically, this was demonstrated only among the teachers who received high mean class ratings.
For the most part, this study demonstrated that no one learning style preference, in the students' opinions, was indicative of effective or non-effective teachers. However, similarities in learning styles between teachers and their students as they relate to students' perceptions of effective and non-effective teachers appear to indicate the necessity for future research.
Thesis (Ph.D.)--University of Illinois at Urbana-Champaign, 1986.
|Date Available in IDEALS:||2014-12-15|