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Students' learning style, perceived ...

Beric', Bojana.

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Students' learning style, perceived control and participation in class discussion in personal health issues classes.

紀錄類型:	書目-語言資料,印刷品 : Monograph/item
正題名/作者:	Students' learning style, perceived control and participation in class discussion in personal health issues classes./
作者:	Beric', Bojana.
面頁冊數:	171 p.
附註:	Director: Alyson Taub.
Contained By:	Dissertation Abstracts International66-07A.
標題:	Education, Health. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3184023
ISBN:	9780542257025

Students' learning style, perceived control and participation in class discussion in personal health issues classes.
Beric', Bojana.

Students' learning style, perceived control and participation in class discussion in personal health issues classes. - 171 p.

Director: Alyson Taub.

Thesis (Ph.D.)--New York University, 2005.

The purpose of the study was to gain understanding about students' participation in class discussion. The research questions were: (1) Are there differences in participation in class discussion based on students' learning style? (2) Is there a relation between students' participation in class discussion and perceived control? (3) Are there differences in level of perceived control based on students' learning style? (4) Do learning style and perceived control taken together explain students' participation in class discussion?

ISBN: 9780542257025Subjects--Topical Terms:

1017668
Education, Health.

Students' learning style, perceived control and participation in class discussion in personal health issues classes.
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100 1 $a Beric', Bojana. $3 1293884
245 1 0 $a Students' learning style, perceived control and participation in class discussion in personal health issues classes.
300 $a 171 p.
500 $a Director: Alyson Taub.
500 $a Source: Dissertation Abstracts International, Volume: 66-07, Section: A, page: 2505.
502 $a Thesis (Ph.D.)--New York University, 2005.
520 $a The purpose of the study was to gain understanding about students' participation in class discussion. The research questions were: (1) Are there differences in participation in class discussion based on students' learning style? (2) Is there a relation between students' participation in class discussion and perceived control? (3) Are there differences in level of perceived control based on students' learning style? (4) Do learning style and perceived control taken together explain students' participation in class discussion?
520 $a The Psychological Empowerment framework (Zimmerman, 1995) was employed to structure the study. It was contemplated that learning style and perceived control may explain students' participation in class discussion. An instrument, Classroom Experience: A Student Questionnaire was developed to collect the data. Research method used was a survey. The research participants (N = 191) were undergraduate students enrolled in a general requirement, personal health course, at a public university in the United States.
520 $a The results showed the difference in the level of participation in class discussion was based on learning style; however, this difference was not statistically significant [t(189) = 1.47, p = 0.14]. The correlation between students' participation in class discussion and perceived control (Pearson correlation, r = 0.32, p < 0.05) was statistically significant. The difference found in the level of perceived control according to learning styles was not statistically significant [ t(189) = 1.49, p = 0.138]. Multiple regression analysis confirms the above findings, with the overall model being statistically significant [F(8,182) = 5.002, p < 0.001)]. Based on the results, it may be concluded that there is a statistically significant correlation between students' participation in class discussion and perceived control.
520 $a Recommendations. (1) further study relation between participation in class discussion and perceived control; (2) further study psychological empowerment in the classroom; (3) develop a new instrument to measure perceived control in college classroom discussion, as a measure of critical awareness of the environment; (4) include qualitative measures to complement the quantitative; (5) develop a teacher questionnaire; (6) develop a measure of the quality of the classroom environment.
590 $a School code: 0146.
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650 4 $a Education, Higher. $3 543175
650 4 $a Psychology, Psychometrics. $3 1017742
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710 2 0 $a New York University. $3 515735
773 0 $t Dissertation Abstracts International $g 66-07A.
790 $a 0146
790 1 0 $a Taub, Alyson, $e advisor
791 $a Ph.D.
792 $a 2005
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3184023