The relative effects of age and learning style mismatch on adult students' academic achievement and perception of instructors

dc.contributor.authorGarrett, Clayton W.en
dc.contributor.committeechairWiswell, Albert K.en
dc.contributor.committeememberStubblefield, Harold W.en
dc.contributor.committeememberBoucouvalas, Marcieen
dc.contributor.committeememberCline, Marvin Geralden
dc.contributor.committeememberHarris, Justinen
dc.contributor.departmentAdult and Continuing Educationen
dc.date.accessioned2014-03-14T21:12:30Zen
dc.date.adate2008-06-06en
dc.date.available2014-03-14T21:12:30Zen
dc.date.issued1996-05-05en
dc.date.rdate2008-06-06en
dc.date.sdate2008-06-06en
dc.description.abstractThis study investigated the relationship between students' age, achievement, evaluation of the instructors and the match-mismatch of students' and instructors' learning styles. Seventeen (17) business instructors and 302 business students comprised the population. The students were selected as an intact group enrolled in the participating faculty members' class. The relationship between age and learning style mismatch and evaluation and age and learning style mismatch and grade was not significant using Kolb LSI and Gregorc Style Delineator. The particular learning style of the instructor did not significantly affect grade nor evaluation using Kolb LSI and the Gregorc Style Delineator. However, submodel analysis revealed that instructors' learning style converger contributed to grade and accommodator style contributed to evaluation using Kolb LSI. Instructors' learning styles abstract sequential and concrete random contributed to grade using the Gregorc Style Delineator. The particular learning style of the student did not affect the relationship between learning style mismatch and grade and learning style mismatch and evaluation using Kolb LSI and the Gregorc Style Delineator. Submodel analyses indicated that students with learning styles accommodator and diverger who matched their instructors contributed to grade and students with learning style diverger when matched contributed to evaluation. The findings of this study were generally contrary to research.en
dc.description.degreeEd. D.en
dc.format.extentviii, 120 leavesen
dc.format.mediumBTDen
dc.format.mimetypeapplication/pdfen
dc.identifier.otheretd-06062008-154424en
dc.identifier.sourceurlhttp://scholar.lib.vt.edu/theses/available/etd-06062008-154424/en
dc.identifier.urihttp://hdl.handle.net/10919/38073en
dc.language.isoenen
dc.publisherVirginia Techen
dc.relation.haspartLD5655.V856_1996.G377.pdfen
dc.relation.isformatofOCLC# 35799347en
dc.rightsIn Copyrighten
dc.rights.urihttp://rightsstatements.org/vocab/InC/1.0/en
dc.subjectage and learning styleen
dc.subject.lccLD5655.V856 1996.G377en
dc.titleThe relative effects of age and learning style mismatch on adult students' academic achievement and perception of instructorsen
dc.typeDissertationen
dc.type.dcmitypeTexten
thesis.degree.disciplineAdult and Continuing Educationen
thesis.degree.grantorVirginia Polytechnic Institute and State Universityen
thesis.degree.leveldoctoralen
thesis.degree.nameDoctor of Educationen

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