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Title:Learning styles and multiple intelligences in animal science: college instructors and their students
Author(s):Allen, Crystal Ann
Director of Research:Hurley, Walter L
Doctoral Committee Chair(s):Hurley, Walter L
Doctoral Committee Member(s):Nowak, Romana A; Shike, Daniel W; Rosch, David M
Department / Program:Animal Sciences
Discipline:Animal Sciences
Degree Granting Institution:University of Illinois at Urbana-Champaign
Degree:Ph.D.
Genre:Dissertation
Subject(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.
Issue Date:2015-08-27
Type:Thesis
URI:http://hdl.handle.net/2142/88938
Rights Information:Copyright 2015 Crystal Allen
Date Available in IDEALS:2016-03-02
Date Deposited:2015-12


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