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EFFECT OF THE SATISFACTION OF LEARNING STYLE PREFERENCE ON ACHIEVEMENT, ATTRITION, AND ATTITUDE OF PALM BEACH JUNIOR COLLEGE STUDENTS (FLORIDA)
Title
THE EFFECT OF THE SATISFACTION OF LEARNING STYLE PREFERENCE ON ACHIEVEMENT, ATTRITION, AND ATTITUDE OF PALM BEACH JUNIOR COLLEGE STUDENTS (FLORIDA).
Creator
ADAMS, JOHN FRANKLIN., Florida Atlantic University
Abstract/Description
In recent years, most literature has contrasted self-directed and conventional methods of learning. Although some research has indicated parity between the two groups in achievement, other results have shown self-directed learners have scored better and had less attrition than conventional learners. Several researchers support the viewpoint that matching academic self-concept with learning styles is related to achievement. This study determined the effects of matching learning styles of...
Show moreIn recent years, most literature has contrasted self-directed and conventional methods of learning. Although some research has indicated parity between the two groups in achievement, other results have shown self-directed learners have scored better and had less attrition than conventional learners. Several researchers support the viewpoint that matching academic self-concept with learning styles is related to achievement. This study determined the effects of matching learning styles of community college students with their instructors' teaching styles. At Palm Beach Junior College (fall, 1980), 604 students in three general curriculum areas were administered the Canfield Learning Styles Inventory. Their instructors were given the Instructional Styles Inventory. Results of the inventories' administration were used to divide the students/teachers into four groups: independent self-paced, independent teacher-paced, lecture, and lecture-laboratory. Match or mismatch of students' LSI profiles with their instructors' ISI profiles indicated whether learning approach was satisfied or not. Educational and statistical comparisons were made between the satisfied and the non-satisfied learners to determine differences in achievement and attrition among these subgroups. Students' expectations of achievement were correlated with their college grade point averages. Within academic areas correlational differences were significant only for two satisfied groups: independent teacher-paced science learners and lecture-laboratory English-reading learners. For all disciplines combined results favored the non-satisfied subgroups in independent teacher-paced and lecture, one exception favoring the satisfied lecture-laboratory learners. Satisfaction of learning experience had a more favorable educational rather than statistical effect: better grade percentages for satisfied students than those for non-satisfied students--two to one, fewer low grades and much less attrition. Results support the worth of using the LSI to match students with teachers for greater effectiveness.
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Date Issued
1983
PURL
http://purl.flvc.org/fcla/dt/11826
Subject Headings
College students--Attitudes
Format
Document (PDF)
Comparisons of education majors' perception of aging
Title
Comparisons of education majors' perception of aging.
Creator
Marvin, Sara., Florida Atlantic University, Bryan, Valerie
Abstract/Description
The purpose of this study was to determine whether or not differences exist between perceptions regarding aging and the realities of aging between graduate and undergraduate education students within the College of Education at Florida Atlantic University. Data was gathered from 143 undergraduate and graduate students who were enrolled in various majors in the College of Education, on the Boca Raton and Davie campuses during the Spring 2002 semester. The Aging, Learning and Work Quiz ...
Show moreThe purpose of this study was to determine whether or not differences exist between perceptions regarding aging and the realities of aging between graduate and undergraduate education students within the College of Education at Florida Atlantic University. Data was gathered from 143 undergraduate and graduate students who were enrolled in various majors in the College of Education, on the Boca Raton and Davie campuses during the Spring 2002 semester. The Aging, Learning and Work Quiz (Galbraith and Venable, 1985), was the inventory that was utilized. It has six subscales: Biology, Psychology, Learning, Decision-Making, Work Performance and Health. Six hypotheses were tested that there was no significant difference between the dependent variables of Biology (Ho1), Psychology (Ho2), Learning (Ho3), Decision-Making (Ho4), Work Performance (Ho5), Health (Ho6) and one or more of the independent variables of Educational Level, Degree type, Gender, Age and Ethnicity. The seventh hypothesis tested was that there is no difference in the perception of aging between pre-baccalaureate individuals and post-baccalaureate individuals (Ho7) with regard to each of the dependent variables. The statistically significant results of the study were: (a) Biology (Ho1), there was a difference found between ethnic groups of White and Other (p < .045), with White's being more accurate in their perception of the biology aspects of aging, (b) Learning (Ho3), a gender difference was found (p < .003), with males being more accurate in their perception of an individual's ability to learn, retain information and accumulate knowledge, (c) Decision-Making (Ho4), a difference was found between Educational Psychology majors and Reading Education majors (p < .012), with Reading Education majors being more accurate in their perception of how aging affects decision-making ability, (d) Work Performance (Ho5), there differences found between Reading Education majors and Educational Psychology majors (p < .001), with Reading Education majors being more accurate in their perception of work. Differences were also found between majors of Other and Educational Psychology (p < .014), with Other being more accurate in their perceptions of Work, and (e) (Ho 7) there was a difference found between pre-baccalaureate and post-baccalaureate participants for the variable of psychology at the (p < .05), with post-baccalaureate participants scoring higher.
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Date Issued
2003
PURL
http://purl.flvc.org/fau/fd/FADT12027
Subject Headings
Ageism, College students--Attitudes, Graduate students--Attitudes, Aging--Psychological aspects
Format
Document (PDF)
The development, implementation, and evaluation of a Strategic Prejudice Reduction Framework and its effect on dogmatism levels of college students
Title
The development, implementation, and evaluation of a Strategic Prejudice Reduction Framework and its effect on dogmatism levels of college students.
Creator
Allgood, Ilene, Florida Atlantic University, Diaz, Carlos F., Pisapia, John
Abstract/Description
Dogmatism is an uncritical, rigid way of thinking that correlates strongly with prejudice. Prejudice is an attitude, usually unfavorable, toward individuals or groups, arrived at through an uncritical thought process and a disregard of the facts. Dogmatism, because of its connection with prejudice, vitiates students' chances for learning. Dogmatism in teachers creates an inequitable distribution of education to the extent that marginalized minority students are shortchanged educational...
Show moreDogmatism is an uncritical, rigid way of thinking that correlates strongly with prejudice. Prejudice is an attitude, usually unfavorable, toward individuals or groups, arrived at through an uncritical thought process and a disregard of the facts. Dogmatism, because of its connection with prejudice, vitiates students' chances for learning. Dogmatism in teachers creates an inequitable distribution of education to the extent that marginalized minority students are shortchanged educational opportunities. The nature of dogmatism and its impact on education is covered in the literature. Moreover, pedagogical and andragogical strategies which utilize the cognitive and affective domains to heighten critical thinking ability and empathy for others are also addressed in the literature. A Strategic Prejudice-Reduction Framework, the Dogmatism Diminution Model (DDM), was developed, implemented, and evaluated in a university setting. The DDM is not designed to be a discrete course; rather it is meant to be infused within a multicultural education class. The key features of the DDM are its domains, the Cognitive, Reflective, Emotive, and Active through which the course content is relayed. The Cognitive and Emotive domains of the DDM correspond to the cognitive and affective literature, the Reflective domain corresponds to the literature on critical thinking, but the Active domain of the DDM is not associated with the behavioral domain of the literature. Instead it is related to the research on service learning. Three hypotheses were tested. Two dealt with the DDM and the third with a demographic correlate of dogmatism. In order to determine the effectiveness of the DDM, Milton Rokeach's (1960) Dogmatism Scale was administered in a pretest/posttest design. The data were submitted to an ANCOVA and subsequently to a post hoc Scheffe test to determine between which pairs of groups differences in means occurred. ANCOVA was used to compensate for the effect that the pretest might have on the results of the posttest. The comparison of means among the four groups identified a significant reduction in the level of dogmatism at the alpha = .05 level between the DDM group and the Control group as well as one of the other two experimental groups. However, in a paired-score comparison of the treatment group itself, no significance was found with the sample of 31 subjects. This could be attributed to a lack of power in the sample size. Finally, a Pearson Product Moment Correlation of .154 was significant at the 95% confidence level between the variables of dogmatism and degree of religiosity.
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Date Issued
1998
PURL
http://purl.flvc.org/fcla/dt/12583
Subject Headings
Dogmatism, College students--Attitudes, Multicultural education, Prejudices, Teacher-student relationships
Format
Document (PDF)
Pluralistic ignorance and explicit attitudes on academic cheating in college students and faculty
Title
Pluralistic ignorance and explicit attitudes on academic cheating in college students and faculty.
Creator
Hubertz, Martha J., Bjorklund, David F., Monson, Thomas C., Florida Atlantic University, Charles E. Schmidt College of Science, Department of Psychology
Abstract/Description
Academic integrity essentially centers on an individual’s ethical attitudes and behaviors as well as injunctive norms, or norms that dictate what is socially accepted and lauded. One key influence may be pluralistic ignorance; here arguments for cheating posit that students cheat because they perceive that others are “doing it” to a greater extent than is actually true and thus what they are doing is minimized in relation to others. Research indicates that students perceive cheating as more...
Show moreAcademic integrity essentially centers on an individual’s ethical attitudes and behaviors as well as injunctive norms, or norms that dictate what is socially accepted and lauded. One key influence may be pluralistic ignorance; here arguments for cheating posit that students cheat because they perceive that others are “doing it” to a greater extent than is actually true and thus what they are doing is minimized in relation to others. Research indicates that students perceive cheating as more widespread than it actually is (Hard, Conway, & Moran, 2006). A considerable gap in the research is noted when looking at definitions of what constitutes academic fraud, research has indicated that when students are asked if they have cheated and then given a definition of cheating, their self-reports of cheating increase (Burrus et al., 2007). This indicates that students’ definition of cheating and a universities’ definition of cheating may be incongruent. Participants were 507 members of the Florida Atlantic University community during the 2012-2013 academic year who completed a survey that consisted of items, which centered on self-reported cheating, perceptions of what cheating constitutes, and estimates of cheating prevalence. Results indicate that students reported peer cheating to be higher then self reported cheating, that participants distinguished between five different forms of cheating, and that faculty and students hold differing definitions of cheating. The findings suggest a disconnect between faculty perceptions and definitions of academic integrity and students. This would suggest that greater efforts should to be taken to bring a more uniform operational definition of what constitutes academic dishonesty that universities, faculty, and students can rely on. Second, as a pluralist model of cheating was supported, universities could develop campaigns like those aimed at reducing drinking, hooking up, and increasing women in STEM fields (Lambert, Kahn & Apple, 2003; Mattern & Neighbors, 2004; Muldoon, 2002; Schroder & Prentice, 1998). Research has suggested social norm campaigns targeting pluralistic ignorance can be effective on college campuses. In educating students about what actually happens and the discrepancy between reality and perception, cases of academic dishonesty could be reduced.
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Date Issued
2015
PURL
http://purl.flvc.org/fau/fd/FA00004381
Subject Headings
Cheating (Education), College discipline, College students -- Attitudes, College students -- Conduct of life, Personality assessment, Plagarism, Professional ethics, Social ethics
Format
Document (PDF)
relationship among commuting, dietary, and exercise behaviors in college students
Title
The relationship among commuting, dietary, and exercise behaviors in college students.
Creator
Goodwin, Priscilla N., Florida Atlantic University, Whitehurst, Michael
Abstract/Description
Objective. This study examined the association between commuting time and/or distance and body mass index (BMI), and dietary and exercise behaviors in college students. Methods. Behaviors were assessed using self-report, dietary screeners, and an exercise questionnaire in 400 college students ages 18--35 taking classes on a commuter campus. BMI was determined through measurement of height and weight. Results. Pearson correlations revealed no relationship between commuting time and/or distance...
Show moreObjective. This study examined the association between commuting time and/or distance and body mass index (BMI), and dietary and exercise behaviors in college students. Methods. Behaviors were assessed using self-report, dietary screeners, and an exercise questionnaire in 400 college students ages 18--35 taking classes on a commuter campus. BMI was determined through measurement of height and weight. Results. Pearson correlations revealed no relationship between commuting time and/or distance and BMI, and dietary and exercise behaviors. However, total meals eaten out the week prior and number of meals obtained from any away-from-home food vendors was related to total, saturated, and percent fat in the diet, as well as cholesterol. Conclusion. Commuting distance nor time were related to BMI, dietary or exercise behaviors. Regardless of commuting behaviors, better dietary behaviors should be recommended among college students.
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Date Issued
2005
PURL
http://purl.flvc.org/fcla/dt/13265
Subject Headings
Commuting college students--Health and hygiene, College students--Attitudes, Health behavior, College students--Recreation, Exercise--Psychological aspects, College students--Anthropometry
Format
Document (PDF)