Author: Shelly K. SpanglerPublisher:
ISBN:
Category :
Languages : en
Pages : 148
Book Description
The Examination of Learning Style Preferences of Curriculum Vs. Internship Professional Athletic Training Programs
Author: Shelly K. SpanglerLearning Style Preferences of Athletic Training Students and Their Success on the Board of Certification Examination
Author: Denny GriffinPublisher:
ISBN:
Category : Athletic trainers
Languages : en
Pages : 212
Book Description
Implementation of Curricular Reform in Athletic Training Education
Author: Paul Hajime AlvarezPublisher:
ISBN:
Category : Athletic trainers
Languages : en
Pages : 688
Book Description
Resources in Education
Author: Preferred Learning Styles, Learning Processes, and Learning Flexibility of Athletic Training Students
Author: Matthew J. CampbellPublisher:
ISBN:
Category :
Languages : en
Pages : 266
Book Description
ABSTRACT: The current study was designed to investigate student learning styles, learning processes and learning flexibility in the classroom, laboratory, and clinical learning environments. A mixed methodological approach was used. Data were collected using the KLSI 4.0, and semistructured interviews. Qualitative data were analyzed using an inductive analysis approach and KLSI 4.0 data were analyzed using a cluster analysis. Upon analysis, three learning styles were identified in the classroom environment; experiencing, reflecting, and analyzing. Four learning process profiles (LPP) were identified along with the behaviors of note taking, listening, and connecting to real world learning behaviors. The experiencing, reflecting, and analyzing learning styles were identified in the lab, along with four LPP and watching, practicing, and communicating learning behaviors. The experiencing, reflecting, and balancing learning styles were identified in the clinical environment, with five LPP and watching, practicing and communicating learning behaviors. Learning flexibility was found to be moderately high in all environments; (M = 0.716, SD = 0.18), laboratory (M = 0.768, SD = 0.16), and clinic (M = 0.735, SD = 0.16).
Cracking the code
Author: UNESCOPublisher: UNESCO Publishing
ISBN: 9231002333
Category :
Languages : en
Pages : 82
Book Description
This report aims to 'crack the code' by deciphering the factors that hinder and facilitate girls' and women's participation, achievement and continuation in science, technology, engineering and mathematics (STEM) education and, in particular, what the education sector can do to promote girls' and women's interest in and engagement with STEM education and ultimately STEM careers.
Research in Education
Author: Journal of the American Dietetic Association
Author: An examination of student learning style preferences and student engagement in community colleges
Author: Albert Lewis (Jr)Publisher:
ISBN:
Category : Academic achievement
Languages : en
Pages : 0
Book Description
The purpose of this nonexperimental, quantitative causal-comparative study was to determine if and to what extent a statistically significant difference existed between learning style preferences and the student engagement for students in community college general education courses. The study used two survey instruments, the VARK Questionnaire Version 8.1 and the Student Course Engagement Questionnaire (SCEQ) to determine if there was a relationship between learning style preferences and student engagement, as measured by SCEQ subscales of student skill engagement, emotional engagement, participation/interaction engagement, and performance engagement. The population for this study included community college students enrolled in general education courses. Following convenience sampling procedures and email recruitment, the VARK and SCEQ questionnaires were administered at five community colleges in Ohio using online survey tools. Participants had to complete both surveys to be part of the sample evaluated. A final sample of 226 participants were compared across the four dimensions of the VARK (i.e., visual, aural, read/write, kinesthetic) and each student engagement subscale. ANOVA results indicated there was insufficient evidence to suggest any significant mean differences between learning style preferences for any of the SCEQ subscales. The results of this study suggested focusing solely on individual learning style preferences may not be as crucial for understanding and promoting student engagement as previously thought by educational researchers. This study contributes to the broader narrative regarding learning style preferences and student engagement.
Author: