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ERIC Number: ED571092
Record Type: Non-Journal
Publication Date: 2016
Pages: 179
Abstractor: As Provided
Reference Count: N/A
ISBN: 978-1-3399-6210-8
ISSN: N/A
The Prevalence of Neuromyths in Community College: Examining Community College Students' Beliefs in Learning Styles and Impacts on Perceived Academic Locus of Control
Palis, Leila Ann
ProQuest LLC, Ph.D. Dissertation, Grand Canyon University
It was not known if and to what extent there was a relationship between the degree to which community college students believed that learning was enhanced when teachers tailored instruction to individual learning styles and student perceived academic locus of control (PAC). Learning styles theory and locus of control theory formed the theoretical framework for this quantitative correlational and descriptive study. Two research questions guided this work: (1) Is there a relationship between the extent to which community college students believe that learning is enhanced when teachers tailor instruction to individual learning styles and student PAC? (2) To what degree do community college students believe that learning is enhanced when instructors tailor their teaching to students' individual learning styles? The population for this study included a convenience sample of 145 students enrolled in at least one class at a large community college. The Revised Trice Academic Locus of Control Scale was used to measure students' PAC, and Dekker et al.'s (2012) Neuromyth Survey was used to measure students' belief in the learning styles myth. A point-biserial correlation analysis was conducted to answer the first research question, and descriptive statistics were used to answer the second research question. The results of the study showed that students strongly believed in the myth of learning styles (N = 138) but found no significant relationship between this belief and student PAC (r[subscript PB] = 0.010, p = 0.906). The findings of this study added to the literature on learning styles, PAC, and neuromyths and resulted in several implications for students and educators. [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: Two Year Colleges; Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A