Cognitive Effect Indicators: The Impact of Student and Teacher Styles on Course Grades

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dc.contributor.authorMcCann, Edward W. Jr.en
dc.contributor.committeecochairPrice, William T. Jr.en
dc.contributor.committeecochairBroyles, Thomas W.en
dc.contributor.committeememberRudd, Rick D.en
dc.contributor.departmentCareer and Technical Educationen
dc.date.accessioned2014-03-14T20:34:48Zen
dc.date.adate2008-05-21en
dc.date.available2014-03-14T20:34:48Zen
dc.date.issued2008-04-21en
dc.date.rdate2010-12-22en
dc.date.sdate2008-05-02en
dc.description.abstractThis study was descriptive, correlative and explanatory. It summarized the problem solving and learning styles of students enrolled in the spring 2008 Virginia Polytechnic Institute and State University Agricultural Technology program, identified relationships between problem solving and learning styles, and used problem solving and learning styles to explain students' end of course grades. Ninety-three students and six faculty members elected to participate in the study. There were differences between degree options in terms of orientation to change. Second year students were likely to be internal processors. There were not significant differences among the population in ways of deciding. However, Agricultural Technology teachers were more task oriented problem solvers, while their students were people oriented. Teachers were more field independent than the students. There were no relationships between problem solving and learning style. There was a high degree of association between student ways of deciding and manner of processing. Student and teacher problem solving and learning styles were used to explain 11% of the variance in students' end of course grades for the six teachers in the study. Student orientation to change, student manner of processing, teacher manner of processing and teacher ways of deciding scores produced a model that significantly explained end of course grades. Suggestions for further research included identifying other career areas with stylistic trends and further identifying the impact cognitive effect has on student behavior.en
dc.description.degreeMaster of Scienceen
dc.identifier.otheretd-05022008-110309en
dc.identifier.sourceurlhttp://scholar.lib.vt.edu/theses/available/etd-05022008-110309/en
dc.identifier.urihttp://hdl.handle.net/10919/32109en
dc.publisherVirginia Techen
dc.relation.haspartMcCann_Thesis_Cognitive_Effect_Indicators.pdfen
dc.rightsIn Copyrighten
dc.rights.urihttp://rightsstatements.org/vocab/InC/1.0/en
dc.subjectCourse gradesen
dc.subjectAssociate's degreeen
dc.subjectProblem solving styleen
dc.subjectLearning styleen
dc.subjectCognitive effecten
dc.titleCognitive Effect Indicators: The Impact of Student and Teacher Styles on Course Gradesen
dc.typeThesisen
thesis.degree.disciplineCareer and Technical Educationen
thesis.degree.grantorVirginia Polytechnic Institute and State Universityen
thesis.degree.levelmastersen
thesis.degree.nameMaster of Scienceen

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