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ERIC Number: ED550767
Record Type: Non-Journal
Publication Date: 2012
Pages: 85
Abstractor: As Provided
Reference Count: N/A
ISBN: 978-1-2679-5449-7
An Analysis of Factors That Affect the Educational Performance of Agricultural Students
Greenway, Gina
ProQuest LLC, Ph.D. Dissertation, University of Idaho
Many factors contribute to student achievement. This study focuses on three areas: how students learn, how student personality type affects performance, and how course format affects performance outcomes. The analysis sought to improve understanding of the direction and magnitude with which each of these factors impacts student success. Improved understanding of how students learn in combination with improved understanding of what motivates students can lead to the identification of areas for instructional improvement. "Impacts of learning styles on grade point average" uses the seemingly unrelated statistical analysis in combination with Gardner's seven intelligences to develop equations explaining the relationship of learning styles to grade point average. The paper examines in depth the most dominant learning style in the sample, kinesthetic learning. The chapter concludes with analysis of how students could be better served given the characteristics identified by the model. "Analysis of Hartman personality type theory and student performance" focuses on understanding whether student performance in an intermediate level agricultural economics course, measured through first exam score, is consistent with Hartman personality type theory. The use of the general linear model includes an analysis of the impacts of gender, verbal SAT score, and grade point average as it relates to exam performance. The study also examines use of the Hartman personality profile as a tool for advising, and teaching students how to work with one another more effectively. "Effects of online learning on student performance" focuses on understanding whether online students perform differently than face-to-face students in the same course. Through an application of the general linear model, the study quantifies the differences in overall course grades between online and face-to-face learners. Analysis of potential reasons for differences between the two groups is also investigated. Lastly, particular components that can enhance successful online teaching outcomes are identified. [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:]
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site:
Publication Type: Dissertations/Theses - Doctoral Dissertations
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Assessments and Surveys: SAT (College Admission Test)