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ERIC Number: ED523673
Record Type: Non-Journal
Publication Date: 2010
Pages: 112
Abstractor: As Provided
Reference Count: 0
ISBN: ISBN-978-1-1243-1920-9
ISSN: N/A
Students' Perceptions of Instructional Methods Used in Postsecondary Career and Technical Education
Costa, Mark A.
ProQuest LLC, Ph.D. Dissertation, Capella University
Proponents of learning styles theories claim that accommodating students' learning styles in instruction promotes learning. The purpose of this mixed method study was to explore career and technical education (CTE) students' perceptions of instructional methods within the context of their learning style preferences. Three research questions were posed: What are the learning styles preferences of postsecondary CTE students? What are the perceptions of the postsecondary CTE students about the effectiveness of the different instructional methods they receive in their coursework, and what factors account for these perceptions? And, to what extent do students' learning style preferences relate to their perceptions of the effectiveness of the instructional methods used in their course work? Participants' learning styles were determined using Felder's Index of Learning Styles (ILS). Students' perceptions of the effectiveness of 12 instructional methods were gathered by a researcher-developed survey and from individual interviews and a focus group. Results of the study found the predominant learning style preference of the sample was active, sensory, visual, and sequential. Participants rated nine of the 12 instructional methods with over an 80% total effectiveness, with only one instructional method, lecture only, perceived as not effective by the majority. Qualitative data revealed three factors as contributing to instructional method effectiveness; providing reinforcement of instructional material through application, using activities to include all students, and employing visual techniques to assist students in comprehending. Recommendations include suggestions for practice in the use of learning style instruments and qualitative data in similar settings. Further research on a similar but larger sample of postsecondary CTE students is also recommended. [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.]
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
Publication Type: Dissertations/Theses - Doctoral Dissertations
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A