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Learning styles and student success in radiography education
Title
Learning styles and student success in radiography education.
Creator
Shaver, Vicki Ellen., Florida Atlantic University, Kerensky, Vasil M.
Abstract/Description
Learning styles are unique to each student entering the learning environment, yet many educators assume that students will in fact learn from a single method of teaching. Dunn and Dunn (1999) define learning styles as "the way individuals begin to concentrate on, process and remember new and difficult information." Studies involving health science students have been conducted, yet few authors have addressed this issue in the radiography literature. In this study, the learning styles of...
Show moreLearning styles are unique to each student entering the learning environment, yet many educators assume that students will in fact learn from a single method of teaching. Dunn and Dunn (1999) define learning styles as "the way individuals begin to concentrate on, process and remember new and difficult information." Studies involving health science students have been conducted, yet few authors have addressed this issue in the radiography literature. In this study, the learning styles of radiography students were examined and compared to determine the differences between the incoming freshmen and the graduating sophomores. The Dunn, Dunn and Price Productivity Environmental Preference Survey (PEPS) was used to study 617 college students, the sample was 80% female with an average age of 28 years. Both freshmen and sophomore groups demonstrated preferences for structured learning activities with authority figures present. They prefer learning with peers in activities scheduled during morning and afternoon hours. These students want mobility in the learning environment and prefer intake of food or beverage while concentrating. Both groups have overall perceptual preferences for auditory learning, followed closely by tactile learning. Perceptual learning strengths for the combined group of radiography students proved to be quite different from the general population, 35% had a strong preference for auditory learning methods, 28% had a strong need for tactile learning methods, 8% were kinesthetic learners and 5% visual learners. The perceptual learning styles of the general population are 30% auditory, 40% visual, 15% tactile, and 15% kinesthetic (Dunn, 1999). It is these unique characteristics of the larger group that may be most useful to educators when considering learning style principles in the broadest sense. These findings also may account for some degree of attrition found in radiography programs, since it has been previously reported that tactile and kinesthetic learners are at the greatest risk for dropping out of formal education and 36% of radiography students fall into that high risk category. Slight differences between the student groups exist; however, learning style variables were not useful in predicting success in radiography education.
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Date Issued
2000
PURL
http://purl.flvc.org/fcla/dt/12654
Subject Headings
Radiography--Study and teaching (Higher), Learning strategies, Prediction of scholastic success
Format
Document (PDF)
relationship between the perceived leadership styles of directors of associate degree radiography programs and faculty satisfaction, willingness to exert extra effort, perceived director effectiveness, and program outcomes
Title
The relationship between the perceived leadership styles of directors of associate degree radiography programs and faculty satisfaction, willingness to exert extra effort, perceived director effectiveness, and program outcomes.
Creator
Shaver, Gary Wayne., Florida Atlantic University, Acker-Hocevar, Michele A.
Abstract/Description
The focus of this study was to examine the faculty-perceived leadership styles of directors of associate degree radiography programs and to determine if significant relationships existed between those styles and faculty perceptions of director effectiveness, faculties' satisfaction, and the faculties' willingness to exert extra effort. This study also examined the relationships between the directors' leadership styles and three radiography program outcomes: American Registry of Radiologic...
Show moreThe focus of this study was to examine the faculty-perceived leadership styles of directors of associate degree radiography programs and to determine if significant relationships existed between those styles and faculty perceptions of director effectiveness, faculties' satisfaction, and the faculties' willingness to exert extra effort. This study also examined the relationships between the directors' leadership styles and three radiography program outcomes: American Registry of Radiologic Technologists (ARRT) exam pass rate, program completion rate, and job placement rate. Further, the relationship between the directors' leadership styles and demographic information was also examined. Directors' leadership styles were measured with the Multifactor Leadership Questionnaire (MLQ) (Form 5x-Short). Director, faculty, and program-specific demographic information was assessed with two researcher-designed questionnaires. Demographic questionnaires were mailed to all directors of Joint Review Committee on Education in Radiologic Technology (JRCERT) accredited associate degree radiography programs (n = 321) located in the United States and Puerto Rico. One hundred and fifty-one (47%) responses were received. Faculty (n = 352) were randomly selected from names submitted by their respective program director. Each was sent a demographic questionnaire and the MLQ (Form 5x-Short). One hundred and seventy-six (50%) responses were received. Hierarchical multiple regression procedures and Pearson correlations were used to analyze the data. The findings of this study indicated that the transformational, transactional, and laissez-faire factors are significant predictors of program director effectiveness, faculty satisfaction, and the faculties' willingness to exert extra effort and the American Registry of Radiologic Technologists (ARRT) Exam pass rate. None of the leadership factors significantly predicted program completion rate, job placement rate, or the eight and five-year JRCERT accreditation awards. There was no significant correlation between directors' leadership styles and the demographic variables.
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Date Issued
2003
PURL
http://purl.flvc.org/fcla/dt/12048
Subject Headings
Radiography--Study and teaching (Higher), College teachers--Attitudes, Educational leadership
Format
Document (PDF)