The Effectiveness of Instructional Methods Based on Learning Style Preferences of Agricultural Students: A Research Tool for Continuous Improvement for Faculty in Career and Technical Education (CTE) Programs

Autor/inn/en	Fazarro, Dominick E.; Pannkuk, Tim; Pavelock, Dwayne; Hubbard, Darcy
Titel	The Effectiveness of Instructional Methods Based on Learning Style Preferences of Agricultural Students: A Research Tool for Continuous Improvement for Faculty in Career and Technical Education (CTE) Programs
Quelle	In: Journal of Industrial Teacher Education, 45 (2009) 3, S.84-104 (21 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-1864
Schlagwörter	Control Groups; Research Tools; Cognitive Style; Grade Point Average; Soil Science; Teaching Methods; Instructional Effectiveness; Agricultural Education; Intermode Differences; Academic Achievement; Educational Improvement; Student Surveys; Interest Inventories; Productivity Environmental Preference Survey + Suchen Sie Ihr Suchwort? Forschungsmittel; Cognitive styles; Kognitiver Stil; Bodenkunde; Teaching method; Lehrmethode; Unterrichtsmethode; Unterrichtserfolg; Agriculture; Education; Landwirtschaftliche Ausbildung; Landwirtschaft; Ausbildung; Schulleistung; Teaching improvement; Unterrichtsentwicklung; Schülerbefragung; Interest profile; Interessenprofil
Abstract	This study was conducted to research learning style preferences of agriculture students. Specifically, the objectives which guided the study were: (1) to determine the learning style preferences of undergraduate agricultural students enrolled in a given Soil Science course and (2) to ascertain if there were differences in the students' course grade average (CGA) in the given Soil Science course when the treatment group were taught according to their learning style preferences versus the control group. For research question two, there was a hypothesis statement to determine if modifying the instructional approach to the students' learning style preference for the treatment group produces a higher course grade average (CGA) than the control group. The Productivity Environmental Preference Survey (PEPS) was used to obtain the students' preferred learning style preferences. Results indicate that modifying the instructional approach to the students' learning styles preference (Structure) would result in a higher course grade average (CGA) for the treatment group versus the control group. (Contains 2 tables and 3 figures.) (As Provided).
Anmerkungen	National Association of Industrial and Technical Teacher Educators. Web site: http://scholar.lib.vt.edu/ejournals/JITE/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10