The Interaction of Learning Style on Measures of Successful Intelligence in Secondary Agriculture Students Exposed to Experiential and Direct Instruction

Autor/inn/en	Baker, Marshall A.; Robinson, J. Shane
Titel	The Interaction of Learning Style on Measures of Successful Intelligence in Secondary Agriculture Students Exposed to Experiential and Direct Instruction
Quelle	In: Journal of Agricultural Education, 60 (2019) 3, S.14-31 (18 Seiten) PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1042-0541
Schlagwörter	Cognitive Style; Secondary School Students; Agricultural Education; Experiential Learning; Direct Instruction; Correlation; Measures (Individuals); Instructional Effectiveness; Rural Areas; Geographic Isolation; Weather; Intelligence; Oklahoma; Learning Style Inventory + Suchen Sie Ihr Suchwort? Cognitive styles; Kognitiver Stil; Sekundarschüler; Agriculture; Education; Landwirtschaftliche Ausbildung; Landwirtschaft; Ausbildung; Experiental learning; Erfahrungsorientiertes Lernen; Direct instructional procedues; Direct instructional approach; Unterrichtsverfahren; Korrelation; Messdaten; Unterrichtserfolg; Rural area; Ländlicher Raum; Wetter; Intelligenz; Klugheit
Abstract	Understanding the teaching and learning paradigm is a relentless search for educators. Because individual students bring their own learning style preferences to the learning environment, teachers are asked to consider and even adjust their teaching to these preferences to improve student learning. In Kolb's (1984) experiential learning theory, learners have preferences for how they grasp and transform information. These considerations have implications for students' success, or lack thereof, in the classroom. This study determined the interactions that existed between learning style and successful intelligence of secondary agricultural education students. No statistically significant differences were found regarding teaching approaches and students' preferred method of grasping information. However, statistically significant interactions were identified related to students' preferences for transforming information and performance on an analytical assessment. Recommendations point to infusing variability in the classroom, especially in how students are asked to transform the information they have grasped previously. Further research should focus on the motivational outcomes resulting from experiential instruction delivered to students of varying learning styles. (As Provided).
Anmerkungen	American Association for Agricultural Education. P.O. Box 7607, Department of Agricultural and Extension Education, Raleigh, NC 27695. Web site: http://www.aaaeonline.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2021/2/06