Effects of Students' Multiple Intelligences on Participation Rate of Course Components in a Blended Secondary Family and Consumer Sciences Course

Autor/in	Devlin, Breanne M.
Titel	Effects of Students' Multiple Intelligences on Participation Rate of Course Components in a Blended Secondary Family and Consumer Sciences Course
Quelle	(2010), (122 Seiten) PDF als Volltext Verfügbarkeit Ph.D. Dissertation, Iowa State University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-1-1241-7158-6
Schlagwörter	Hochschulschrift; Dissertation; Multiple Intelligences; Blended Learning; Cognitive Style; Student Participation; Secondary School Students; Home Economics; Consumer Science; Constructivism (Learning); Assignments; Student Projects; Group Activities; Evaluation; Discussion; Student Attitudes; Prior Learning + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Intelligenz (Psy); Cognitive styles; Kognitiver Stil; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Sekundarschüler; Hauswirtschaft; Hauswirtschaftslehre; Assignment; Auftrag; Zuweisung; Schulprojekt; Gruppenaktivität; Evaluierung; Diskussion; Schülerverhalten; Vorkenntnisse
Abstract	This study investigated students' learning style participation rate within a blended Family and Consumer Sciences Exploring Childhood constructivist secondary course using an exploratory quantitative approach with descriptive analysis, ANOVA testing, and contingency tables. Howard Gardner's multiple intelligence inventory was used to determine students' learning styles. The learning styles were compared with the participation rate of four course components: individual assignments, group projects, assessment, and discussion. Students' perception of the course components were also examined for the opportunity of the students to use prior knowledge to build concepts. The literature review brought insight on studies focusing on learning style participation rate within course components. The data analysis indicated students participate more in the group projects course component than assessment, individual assignments and discussions. Findings determined there was no significance to students' learning style and the participation rate of the course components. Learning styles were not related to student participation in various blended learning course components. Further research is recommended to determine factors of students' participation within a blended course. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10