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A comparison of two teaching methods...

Piterski, Mark A.

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A comparison of two teaching methods within a professional development program and the interaction of learning styles and the influence on achievement.

Record Type:	Electronic resources : Monograph/item
Title/Author:	A comparison of two teaching methods within a professional development program and the interaction of learning styles and the influence on achievement./
Author:	Piterski, Mark A.
Published:	Ann Arbor : ProQuest Dissertations & Theses, : 2015,
Description:	100 p.
Notes:	Source: Dissertations Abstracts International, Volume: 77-02, Section: A.
Contained By:	Dissertations Abstracts International77-02A.
Subject:	Educational leadership. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3719528
ISBN:	9781339000336

A comparison of two teaching methods within a professional development program and the interaction of learning styles and the influence on achievement.
Piterski, Mark A.

A comparison of two teaching methods within a professional development program and the interaction of learning styles and the influence on achievement. - Ann Arbor : ProQuest Dissertations & Theses, 2015 - 100 p.

Source: Dissertations Abstracts International, Volume: 77-02, Section: A.

Thesis (Ph.D.)--TUI University, 2015.

This item must not be added to any third party search indexes.

This study compared two different teaching methods [Traditional Instruction (TI), and Computer Assisted Instruction (CAI)] the interaction of learning styles, and their impact on achievement levels during an Army National Guard professional development program. The Army Leadership Manual was the basis for the instructional material throughout this study. The study explored the leadership development in a time-constrained environment and the benefits from programs that are taught using methods that complement students' learning styles. The subjects were leaders in the New Jersey Army National Guard. The conceptual framework was based on Kolb's learning theory and various leadership theories. The Solomon four-group experimental design was used to test the two instructional methods' effect on achievement. In H1 Null, a t-test revealed no statistically significant differences in post scores between TI and CAI resulting in failing to reject the Null. Conversely, the H2 Null was rejected when the one way ANOVA examining differences in the post test scores between the four learning style groups achieved statistical significance. Assimilator had the highest mean score (82.85) among the four learning styles. For H3Null, a linear regression was run to examine demographics on post scores. The test yielded a regression model that was statistically significant. However, all of the coefficients failed to achieve statistical significance. It is understandable in the context of the homogeneous nature of the sample.

ISBN: 9781339000336Subjects--Topical Terms:

529436
Educational leadership.

A comparison of two teaching methods within a professional development program and the interaction of learning styles and the influence on achievement.
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245 1 0 $a A comparison of two teaching methods within a professional development program and the interaction of learning styles and the influence on achievement.
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500 $a Source: Dissertations Abstracts International, Volume: 77-02, Section: A.
500 $a Publisher info.: Dissertation/Thesis.
500 $a Advisor: Verducci, David.
502 $a Thesis (Ph.D.)--TUI University, 2015.
506 $a This item must not be added to any third party search indexes.
506 $a This item must not be sold to any third party vendors.
520 $a This study compared two different teaching methods [Traditional Instruction (TI), and Computer Assisted Instruction (CAI)] the interaction of learning styles, and their impact on achievement levels during an Army National Guard professional development program. The Army Leadership Manual was the basis for the instructional material throughout this study. The study explored the leadership development in a time-constrained environment and the benefits from programs that are taught using methods that complement students' learning styles. The subjects were leaders in the New Jersey Army National Guard. The conceptual framework was based on Kolb's learning theory and various leadership theories. The Solomon four-group experimental design was used to test the two instructional methods' effect on achievement. In H1 Null, a t-test revealed no statistically significant differences in post scores between TI and CAI resulting in failing to reject the Null. Conversely, the H2 Null was rejected when the one way ANOVA examining differences in the post test scores between the four learning style groups achieved statistical significance. Assimilator had the highest mean score (82.85) among the four learning styles. For H3Null, a linear regression was run to examine demographics on post scores. The test yielded a regression model that was statistically significant. However, all of the coefficients failed to achieve statistical significance. It is understandable in the context of the homogeneous nature of the sample.
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