Allied Health Students' Learning-Styles Identified with Two Different Assessments

Autor/inn/en	Morton-Rias, Dawn; Dunn, Rita; Terregrossa, Ralph; Geisert, Gene; Mangione, Robert; Ortiz, Samuel; Honigsfeld, Andrea
Titel	Allied Health Students' Learning-Styles Identified with Two Different Assessments
Quelle	In: Journal of College Student Retention: Research, Theory & Practice, 9 (2008) 2, S.233-250 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1521-0251
Schlagwörter	Graduate Students; Cognitive Style; Effect Size; Allied Health Occupations Education; Allied Health Personnel; Learning Strategies; College Students; Student Surveys; Correlation; Individual Differences; Performance Factors; Comparative Testing + Suchen Sie Ihr Suchwort? Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Cognitive styles; Kognitiver Stil; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Collegestudent; Schülerbefragung; Korrelation; Individueller Unterschied; Leistungsindikator
Abstract	This research identified and compared the learning styles of 154 ethnically diverse, upper division undergraduate and graduate students in Allied Health utilizing the "Building Excellence" (BE) (Rundle & Dunn, 2000) and the "Productivity Environmental Preference Survey" (PEPS) (Dunn, Dunn, & Price, 1996). Relationships among age, class standing, ethnicity, gender, and learning style also were examined. Correlation analyses indicated relationships between students' learning-style elements (p less than 0.001), with large effect sizes for Sound, Light, Temperature, Seating Design, Intake, Time-of-day and Mobility, Auditory, Tactile, and Kinesthetic preferences. Gender related learning-style characteristics revealed female preferences for learning by listening and male preferences for cooler temperatures, frequent movement, and learning in a pair or team during instruction. Analyses of variance and follow-up post hoc tests revealed significant age-related learning-style differences for Structure, Intake, Mobility, Early-Morning and Afternoon, and Auditory preferences. (Contains 1 figure and 7 tables.) (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10