Relationships between Learning Method, Gender, and Adult Learner Achievement

Autor/in	Palos, Steve
Titel	Relationships between Learning Method, Gender, and Adult Learner Achievement
Quelle	(2022), (237 Seiten) PDF als Volltext Verfügbarkeit Ph.D. Dissertation, Grand Canyon University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	979-8-7906-3852-7
Schlagwörter	Hochschulschrift; Dissertation; Teaching Methods; Gender Differences; Adult Students; Academic Achievement; Student Centered Learning; Achievement Tests; College Students; Wechsler Individual Achievement Test + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Teaching method; Lehrmethode; Unterrichtsmethode; Geschlechterkonflikt; Adult; Adults; Student; Students; Erwachsenenalter; Studentin; Schüler; Schülerin; Schulleistung; Group work; Student-entered learning; Student-centred learning; Student centred learning; Schülerorientierter Unterricht; Schülerzentrierter Unterricht; Gruppenarbeit; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Collegestudent; WIAT; Eignungsprüfung; Eignungstest
Abstract	The purpose of this quantitative, causal-comparative study was to determine how, and to what degree learning methods (student-centered or instructor-centered) and gender independently or interactively made a difference in adult student achievement. The Wechsler Individual Achievement Test Third Edition (WIAT-III) was utilized to measure achievement. Data were collected by using convenience sampling from the target population of adult college students, with a final sample of 139 participants. Cognitive learning theory, constructivist learning theory, and adult learning theory were used to guide this study. The research questions were: To what extent, if any, is there a difference in adult student achievement, as measured by the WIAT-III between students who learn with the student-centered method and students who learn with the instructor-centered method, to what extent, if any, is there a difference in adult student achievement as measured by the WIAT-III between male and female students, and to what extent, if any, is there an interaction between learning method and gender on adult student achievement as measured by the WIAT-III? A 2-way between-subjects ANOVA was used to determine whether there were any statistically significant differences between the groups being examined. The findings rejected the null hypotheses for learning method F(1, 135) = 24.710, p = 0.000, partial [eta]2 = 0.155, gender F(1, 135) = 122.453, p = 0.000, partial [eta]2 = 0.476, and interaction F(1, 135) = 34.350, p = 0.000, partial [eta]2 = 0.203. These findings may be used to inform higher education institutions and leaders of best practices in creating learning methods that best meet the needs of all adult learners. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01