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Learning-style preferences of Latino...

Sarantopoulos, Helen D.

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Learning-style preferences of Latino/Hispanic community college students enrolled in an introductory biology course.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Learning-style preferences of Latino/Hispanic community college students enrolled in an introductory biology course./
作者:	Sarantopoulos, Helen D.
面頁冊數:	158 p.
附註:	Source: Dissertation Abstracts International, Volume: 66-02, Section: A, page: 0465.
Contained By:	Dissertation Abstracts International66-02A.
標題:	Education, Community College. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3164930
ISBN:	9780542000898

Learning-style preferences of Latino/Hispanic community college students enrolled in an introductory biology course.
Sarantopoulos, Helen D.

Learning-style preferences of Latino/Hispanic community college students enrolled in an introductory biology course. - 158 p.

Source: Dissertation Abstracts International, Volume: 66-02, Section: A, page: 0465.

Thesis (Ed.D.)--University of La Verne, 2005.

Purpose. The purpose of this study was to identify, according to the Productivity Environment Preference Survey (PEPS) instrument, which learning-style domains (environmental, emotional, sociological, and physiological) were favored among Latino/Hispanic community college students enrolled in introductory biology classes in a large, urban community college. An additional purpose of this study was to determine whether statistically significant differences existed between the learning-style preferences and the demographic variables of age, gender, number of prior science courses, second language learner status, and earlier exposure to scientific information.

ISBN: 9780542000898Subjects--Topical Terms:

1018008
Education, Community College.

Learning-style preferences of Latino/Hispanic community college students enrolled in an introductory biology course.
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245 1 0 $a Learning-style preferences of Latino/Hispanic community college students enrolled in an introductory biology course.
300 $a 158 p.
500 $a Source: Dissertation Abstracts International, Volume: 66-02, Section: A, page: 0465.
500 $a Adviser: Lawrence Kemper.
502 $a Thesis (Ed.D.)--University of La Verne, 2005.
520 $a Purpose. The purpose of this study was to identify, according to the Productivity Environment Preference Survey (PEPS) instrument, which learning-style domains (environmental, emotional, sociological, and physiological) were favored among Latino/Hispanic community college students enrolled in introductory biology classes in a large, urban community college. An additional purpose of this study was to determine whether statistically significant differences existed between the learning-style preferences and the demographic variables of age, gender, number of prior science courses, second language learner status, and earlier exposure to scientific information.
520 $a Methodology. The study design was descriptive and ex post facto. The sample consisted of a total of 332 Latino/Hispanic students enrolled in General Biology 3.
520 $a Major findings. The study revealed that Latino/Hispanic students enrolled in introductory biology at a large urban community college scored higher for the learning preference element of structure. Students twenty-five years and older scored higher for the learning preference elements of light, design, persistence, responsibility, and morning time (p <= 0.05). Females scored higher in the preference elements of (a) light, (b) temperature (warmth), (c) authority and (d) auditory (p <= 0.05). Significant differences were found for the elements of sound, warmth, motivation, several ways, and intake between the students with no prior science coursework and those who completed more than one (p <= 0.05). No significant learning-style preferences were found between second English language learners and those who learned English as their primary language (p <= 0.05). Students who frequently read science articles scored higher for the elements of motivation, persistence, responsibility, and tactile (p <= 0.05).
520 $a Conclusions and recommendations. The conclusions were that Latino/Hispanic students need detailed guidance and clearly stated course objectives. The recommendations were: (1) College professors, counselors, and administrators must become aware of the Dunn learning-style model and instruments and on recent learning-style research articles on ethnically diverse groups of adult learners; and (2) Instructors should plan their instruction to incorporate the learning-style preferences of their students.
590 $a School code: 0476.
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650 4 $a Sociology, Ethnic and Racial Studies. $3 1017474
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710 2 0 $a University of La Verne. $3 718928
773 0 $t Dissertation Abstracts International $g 66-02A.
790 1 0 $a Kemper, Lawrence, $e advisor
790 $a 0476
791 $a Ed.D.
792 $a 2005
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