Literaturnachweis - Detailanzeige
| Autor/in | Higdon, Daniel William |
|---|---|
| Titel | Gaining Implicit Knowledge in the Classroom: A Quantitative Study of Associate Level Students Completing Traditional and Competency-Based Education |
| Quelle | (2023), (137 Seiten)
PDF als Volltext Ed.D. Dissertation, Northcentral University |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Monographie |
| ISBN | 979-8-3794-3481-6 |
| Schlagwörter | Hochschulschrift; Dissertation; Competency Based Education; Postsecondary Education; Liberal Arts; General Education; Educational Quality; Engineering Education; Soft Skills |
| Abstract | Adoption of competency-based education systems in post-secondary education has received support. A body of literature has developed with this expansion. Despite this body of evidence, opponents make arguments about the efficacy of competency-based classroom instruction and pedagogy. The inability of implicit learning being taught through explicit instructional methods and little to no quantitative literature relating the implicit skills of pupils taking competency-based education are key contentions. The purpose of this study was to determine if students completing a liberal arts, general education course outcomes, taught in a competency-based format, are equally prepared as students from a traditionally formatted classroom. The culture of evidence model utilizes assessment of outcomes and by applying the advances gleaned from such analysis, further data collection, and analysis an organization can yield a cyclical process that results in continuous development for administrators, educators, and students. This study utilized a self-administered survey given to individuals with prior education related to engineering, which was analyzed to form two groups based upon their exposure to competency-based education. These groups were then compared to each other using independent sample t-tests to test if they displayed different levels of soft-skill expression. The t-tests showed that the two groups were different in pedagogy experienced but did not show significantly different soft-skill expression. Further research using a longitudinal study would further improve this study as the tool used cannot differentiate the source of soft skill development, just the overall expression. Based on this study, future expansion of competency-based education into traditional liberal arts classrooms could be pursued without fear of damaging student outcomes. [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). |
| Anmerkungen | ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2024/1/01 |
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