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Title: Examination of an Online College Mathematics Course: Correlation between Learning Styles and Student Achievement.
Creator: Steele, Bridget, Dixon, Juli, Hynes, Michael, Haciomeroglu, Erhan, Hopp, Carolyn, Dziuban, Charles, University of Central Florida
Abstract / Description: The purpose of this study was to determine if there was a significant relationship between learning styles and student learning outcomes in an online college mathematics course. Specifically, the study was guided by two research questions focused on (a) the extent to which learning styles had a predictive relationship with student achievement in an online college mathematics course and (b) the extent to which various learning styles among mathematics students in online versus face-to-face...
Show moreThe purpose of this study was to determine if there was a significant relationship between learning styles and student learning outcomes in an online college mathematics course. Specifically, the study was guided by two research questions focused on (a) the extent to which learning styles had a predictive relationship with student achievement in an online college mathematics course and (b) the extent to which various learning styles among mathematics students in online versus face-to-face courses predicted mathematics achievement. The population for this study consisted of the 779 college mathematics and algebra (CMA) students who were enrolled in a private multimedia university located in the southeast. A total of 501 students were enrolled in the online class, i.e., the experimental group, and 278 students enrolled in the face-to-face class comprised the control group. All students completed (a) an initial assessment to control for current mathematics knowledge, (b) the online Grasha-Reichmann Student Learning Styles Scales (GRSLSS) Inventory, and (c) 20 questions selected from the NAEP Question Tool database. Hierarchical linear regressions were used to address both research questions. A series of ANCOVA tests were run to examine the presence of any relationships between a given demographic and course modality when describing differences between student test scores while controlling for prior academic performance. The results indicated that predominant learning style had no apparent influence on mathematics achievement. The results also indicated that predominant learning style had no apparent influence on mathematics achievement for online students. When examining demographics alone without respect to modality, there was no significance in course performance between students in various ethnicity, gender, or age groups.
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Date Issued: 2012
Identifier: CFE0004445, ucf:49320
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0004445

Title: PREDICTING LICENSING EXAMINATION PERFORMANCE WITH COGNITIVE STYLE AND REACTIVE BEHAVIOR PATTERN ASSESSMENTS.
Creator: Combs, Daniel Paul, Dziuban, Charles D., University of Central Florida
Abstract / Description: Candidates for Florida real estate sales associate licensure responded to a two-part questionnaire based on William A. Long's Reactive Behavior Patterns Theory and Robert J. Sternberg's Triarchic Theory of Intelligence. Examination scores were converted to a dichotomous pass/fail variable based on the Florida Real Estate Commission-mandated cut-off score of 75 correctly answered questions out of 100. The candidates' responses to the questionnaire comprising the Long-Dziuban Inventory and the...
Show moreCandidates for Florida real estate sales associate licensure responded to a two-part questionnaire based on William A. Long's Reactive Behavior Patterns Theory and Robert J. Sternberg's Triarchic Theory of Intelligence. Examination scores were converted to a dichotomous pass/fail variable based on the Florida Real Estate Commission-mandated cut-off score of 75 correctly answered questions out of 100. The candidates' responses to the questionnaire comprising the Long-Dziuban Inventory and the Cognitive Strengths Task List based on Sternberg's theory, were crosstabulated with pass/fail to identify differential passing proportions, if any, based on reactive behavior pattern and/or cognitive strength. An ANOVA procedure was used with the raw scores to determine whether statistically significant differences in mean exam scores existed between the four Long Types and the three Cognitive Types adapted from Sternberg's theory. The data were subjected to similar analyses to ascertain whether the ancillary traits described by Long were predictive of exam performance. A crosstabulation of Long Type by Cognitive (Sternberg) Type was performed to find out if any significant relationships existed between the several dimensions of the Long-Dziuban Inventory and the Cognitive Strengths Task List. The results revealed a moderate statistically significant relationship between exam performance and cognitive strength, with analytical types and creative types having the greatest exam success. Tenuous relationships were identified between exam performance and the Long types and traits and between the Long-based and the Sternberg-based components of the research instrument. Although the results of this study did not establish definitive relationships between the Long and Sternberg constructs, by combining them into a measure of cognitive style, it forged a framework for future research into the relationship between licensing examination performance and cognitive styles. Within this framework are theiiicomponents of a predictive model potentially useful for identifying not only real estate licensing exam performance but also for identifying persons likely to succeed in the real estate industry
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Date Issued: 2004
Identifier: CFE0000036, ucf:46119
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0000036

Title: UGH...STATISTICS! COLLEGE STUDENTS' ATTITUDES AND PERCEPTIONS TOWARD STATISTICS.
Creator: Doyle, Drew A, Brophy-Ellison, James, University of Central Florida
Abstract / Description: Statistics is a course that is required for a majority of undergraduate college students in a wide variety of majors. It is not just required for Statistics or Mathematics majors, but also for those undergraduate college students majoring in Biology, Engineering, Sociology, and countless other majors. It can often be seen as a daunting course, especially for those who feel that mathematics is not their strongest subject. Students begin to dislike the course before even starting and this can...
Show moreStatistics is a course that is required for a majority of undergraduate college students in a wide variety of majors. It is not just required for Statistics or Mathematics majors, but also for those undergraduate college students majoring in Biology, Engineering, Sociology, and countless other majors. It can often be seen as a daunting course, especially for those who feel that mathematics is not their strongest subject. Students begin to dislike the course before even starting and this can carry on throughout the entirety of the course. This thesis will focus primarily on students' perceptions and attitudes toward their statistics courses rather than their performance. Many courses are taught a specific way that is conducive to all learning styles, which may lead to the students not enjoying or understanding their statistics course. The students' learning style may also be correlated to their attitude and perception of statistics. The goal of this thesis is to better understand the college students in order to adapt the current methods so that student can enjoy the course, appreciate the knowledge they learn and its impact on their future career paths.
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Date Issued: 2017
Identifier: CFH2000165, ucf:45988
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFH2000165

Title: THE ANALYSIS OF THE RELATIONSHIP BETWEEN LEARNING STYLES AND THE LEARNERS' KNOWLEDGE ACQUISITION AND REACTIONS THROUGH THE ONLINE CASE STUDY.
Creator: ZENG, RUI, Blasi, Laura, University of Central Florida
Abstract / Description: The purpose of this study was to examine the relationship between learning styles and student performance on a pre and post test, using an online case study, while also documenting their reactions to the case study. The case studies used in this research contained different storylines that showed multiple perspectives of case scenarios, giving students more choices to see what may happen in real school situations. Working with undergraduate students (N = 138) from the College of Education at...
Show moreThe purpose of this study was to examine the relationship between learning styles and student performance on a pre and post test, using an online case study, while also documenting their reactions to the case study. The case studies used in this research contained different storylines that showed multiple perspectives of case scenarios, giving students more choices to see what may happen in real school situations. Working with undergraduate students (N = 138) from the College of Education at a southeastern university, the researcher examined how students learned and responded to an online case study relative to their learning styles. Kolb's learning style inventory and a learner feedback survey questionnaire were administered respectively before and after the case study. Scores on Kolb's learning style inventory were used to classify the students' learning style preferences. A paired samples t-test was used to analyze the learners' knowledge test scores before and after the case study. The data revealed that the mean of students' post-test scores was significantly higher than the mean of their pre-test scores. Using descriptive methods, students' responses to the feedback questionnaire were analyzed. There was no difference shown between students with different learning style preferences, their overall reactions to the case study, and their reactions to certain elements (e.g., the content map, the assistants, and the navigation) included in the case study. Overall, most students' reactions to the case study were positive. Open-ended questions in the feedback questionnaire were analyzed and three assertions were generated. Of the optional features included within the case study, eighty two percent of students used the practice quizzes to self-check whether they understood the concepts and content covered in the cases. Students' post-test scores were congruent with their reactions to the online case study (with higher scoring students expressing more positive responses); and students' preferences regarding the use of online cases for study emerged in patterns relative to their career background. The study results showed that case studies can be used effectively in teacher education programs, while many learners (74%) favored using the case study and developed positive reactions through their case study experiences.
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Date Issued: 2006
Identifier: CFE0001279, ucf:46884
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0001279

Title: AN INVESTIGATION OF PRINCIPALS' ATTITUDES TOWARD THE KNOWLEDGE AND USE OF LEARNING STYLES IN THERAPEUTIC SETTINGS.
Creator: Pancoast, Renee, Taylor, Rosemarye, University of Central Florida
Abstract / Description: In March, 2006 the Principal's Attitudes Toward the Knowledge, Value, and Application of Learning Styles with Students in Therapeutic Settings survey developed by the author was distributed to 120 principals belonging to the National Association of Therapeutic Schools and Programs. Two mailings yielded a return of 68 (56.6%) usable survey instruments from which principals' self-reporting on knowledge, value and application of learning styles was examined. Focus for this study was...
Show moreIn March, 2006 the Principal's Attitudes Toward the Knowledge, Value, and Application of Learning Styles with Students in Therapeutic Settings survey developed by the author was distributed to 120 principals belonging to the National Association of Therapeutic Schools and Programs. Two mailings yielded a return of 68 (56.6%) usable survey instruments from which principals' self-reporting on knowledge, value and application of learning styles was examined. Focus for this study was provided through three research questions: (a) to determine to what extent principals in therapeutic settings self-reported general knowledge of learning style applications, (b) to determine to what extent principals exhibit positive attitudes toward the use of learning style theory- supported instructional methods and materials, and (c) to determine to what extent principals in therapeutic settings support the application of learning style theory. All administrators reported general knowledge of learning style theories, three basic learning styles, and matching teaching strategies with learning styles. All administrators believed that students do exhibit different learning styles, learning styles have a place in education, and teachers should receive learning style training. They also expressed the belief that learning styles impact student learning, matching teaching strategies to learning styles was important for academic success, a learning style inventory was necessary, and matching mental health disorders to learning styles was important for academic achievement. The most documented change due to learning style-based instruction was evidenced by test scores and earned grades. All administrators wanted to learn more about learning styles. Almost 90% of administrators indicated that they were providing learning style training. Almost 100% (95.6%) reported they observed improvement on academic achievement due to learning style-based instruction.
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Date Issued: 2006
Identifier: CFE0001249, ucf:46890
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0001249

Title: MODELING THE INFLUENCES OF PERSONALITY PREFERENCES ON THE SELECTION OF INSTRUCTIONAL STRATEGIES ININTELLIGENT TUTORING SYSTEMS.
Creator: Sottilare, Robert, Proctor, Michael, University of Central Florida
Abstract / Description: This thesis hypothesizes that a method for selecting instructional strategies (specifically media) based in part on a relationship between learning style preference and personality preference provides more relevant and understandable feedback to students and thereby higher learning effectiveness. This research investigates whether personality preferences are valid predictors of learning style preferences. Since learning style preferences are a key consideration in instructional strategies and...
Show moreThis thesis hypothesizes that a method for selecting instructional strategies (specifically media) based in part on a relationship between learning style preference and personality preference provides more relevant and understandable feedback to students and thereby higher learning effectiveness. This research investigates whether personality preferences are valid predictors of learning style preferences. Since learning style preferences are a key consideration in instructional strategies and instructional strategies are a key consideration in learning effectiveness, this thesis contributes to a greater understanding of the relationship between personality preferences and effective learning in intelligent tutoring systems (ITS). This research attempts to contribute to the goal of a "truly adaptive ITS" by first examining relationships between personality preferences and learning style preferences; and then by modeling the influences of personality on learning strategies to optimize feedback for each student. This thesis explores the general question "what can personality preferences contribute to learning in intelligent tutoring systems?" So, why is it important to evaluate the relationship between personality preferences and learning strategies in ITS? "While one-on-one human tutoring is still superior to ITS in general, this approach is idiosyncratic and not feasible to deliver to [any large population] in any cost-effective manner." (Loftin, 2004). Given the need for ITS in large, distributed populations (i.e. the United States Army), it is important to explore methods of increasing ITS performance and adaptability. Findings of this research include that the null hypothesis that "there is no dependency between personality preference variables and learning style preference variables" was partly rejected. Highly significant correlations between the personality preferences, openness and extraversion, were established for both the active-reflective and sensing-intuitive learning style preferences. Discussion of other relationships is provided.
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Date Issued: 2006
Identifier: CFE0001403, ucf:47074
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0001403

Title: Is there a difference in learning styles of honors versus non-honors students as assessed by the GEFT?.
Creator: Hollister, Debra Lee, Kubala, Thomas, Education
Abstract / Description: University of Central Florida College of Education Thesis; The goal of this research was to find if there was a discernible difference in the preferred learning style of an honors student versus a non-honors student based on the Group Embedded Figures Test. Although many instructors use the lecture method to teach, it many not be the most productive tool for students to learn. The information from this study could be of help when an instructor is preparing to instruct a group of students in...
Show moreUniversity of Central Florida College of Education Thesis; The goal of this research was to find if there was a discernible difference in the preferred learning style of an honors student versus a non-honors student based on the Group Embedded Figures Test. Although many instructors use the lecture method to teach, it many not be the most productive tool for students to learn. The information from this study could be of help when an instructor is preparing to instruct a group of students in an honors, AP (advanced placement) or gifted class as to determine what activities would provide the best retention of material. The results of this study were analyzed to examine the variables of being an honors or non-honors student, gender, age, ethnicity, degree being pursued and being a full time or part time student. According to the Chi2 analysis, it was found that there is no one learning style that is preferred by students who take honors classes versus other students. It was also discovered that gender, age, ethnicity, degree being pursued and being either a full time or part time student did not impact preferred learning style for the students on the East Campus of Valencia Community College. Suggested use for this study would be to inform instructors and faculty that there is no one learning style preferred by the honors student. This information can not be reiterated enough to ensure that students are given many different types of opportunities to successfully accomplish their academic goals.
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Date Issued: 2001
Identifier: CFR0011946, ucf:53105
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFR0011946

Title: A Correlational Study of Emerging Modalities of Developmental Education and Learning Styles in a Florida State College.
Creator: Britt, John, Cox, Dr. Thomas, King, Kathy (Kathleen), Vitale, Thomas, Penfold Navarro, Catherine, University of Central Florida
Abstract / Description: Developmental education course modalities in Florida were drastically changed in 2013 with the passage of Senate Bill 1720. These courses can no longer be offered in a traditional 16-week format as other postsecondary courses are offered. Developmental education courses must now be offered in a compressed, contextualized, or corequisite instruction modality; or direct enrollment into a gateway course (1720-Education, 2013). This changes the student's experience in the courses. This research...
Show moreDevelopmental education course modalities in Florida were drastically changed in 2013 with the passage of Senate Bill 1720. These courses can no longer be offered in a traditional 16-week format as other postsecondary courses are offered. Developmental education courses must now be offered in a compressed, contextualized, or corequisite instruction modality; or direct enrollment into a gateway course (1720-Education, 2013). This changes the student's experience in the courses. This research was framed by Kolb's experiential learning theory, which states that people learn through their experiences (Kolb, 1984). Chi-Square correlational tests were conducted to examine the relationship between students' learning types and their final grades in an accelerated developmental math course and in a combined developmental math course. The results indicate no statistically significant relationships between the variables in both modalities of developmental math. Furthermore, students were surveyed on their preferences of the developmental math modalities. The results showed positive preferences toward both modalities of developmental math. With the limited amount of research in the area of developmental math modalities, this research helps to further understand the area and provides a basis for future research.
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Date Issued: 2016
Identifier: CFE0006445, ucf:51473
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0006445

Title: THE EFFECT OF COGNITIVE STYLES UPON THE COMPLETION OF A VISUALLY-ORIENTED COMPONENT OF ONLINE INSTRUCTION.
Creator: Lee, Jia-Ling, Orwig, Gary, University of Central Florida
Abstract / Description: This study was designed to examine whether a person's prepositioned cognitive style influenced learning achievement in a visually-oriented task for an online learning environment in higher education. Field dependence-independence was used to identify individuals' cognitive styles. A true experimental study was conducted in the fall 2005 term at the University of Central Florida. This researcher followed Dwyer and Moore's research (1991, 2002) and divided learners into three groups (field...
Show moreThis study was designed to examine whether a person's prepositioned cognitive style influenced learning achievement in a visually-oriented task for an online learning environment in higher education. Field dependence-independence was used to identify individuals' cognitive styles. A true experimental study was conducted in the fall 2005 term at the University of Central Florida. This researcher followed Dwyer and Moore's research (1991, 2002) and divided learners into three groups (field dependent [FD], field neutral [FN], and the field independent [FI] students). Eighty-three preservice teachers participated in this study; the data from 52 of the FD and the FI participants were analyzed to answer research questions. The findings in this study supported those in the literature review; students from both FD and FI cognitive styles performed equally well in online learning environments. In addition, for providing introductory-level instruction on visually-oriented tasks in an online learning environment, instructions which emphasized an FD approach benefited both FI and FD students in their knowledge-based learning achievement. In this approach, extra cues and sequence of content might have been the reasons that students had higher scores on their knowledge-based learning achievement and satisfaction levels. The findings of this study also indicated that students could demonstrate higher performance-based learning achievement if they had more experiences on the subject matter and higher knowledge-based learning achievement if they felt the instructions were easy to follow and the workload of the module was manageable. Based on the findings and conclusions, the recommendations are: (1) A larger sample size is needed to generalize the findings of the study; (2) In this study, student-to-student and teacher-to-student interactions might affect students' learning achievement. Future studies should consider those interactions as factors and examine their effect on students' learning achievement.
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Date Issued: 2006
Identifier: CFE0001094, ucf:46773
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0001094

Title: RELATIONSHIP BETWEEN ADOLESCENT BEHAVIOR AND CIVIC ENGAGEMENT.
Creator: Ernst, Michael, Murray, Barbara, University of Central Florida
Abstract / Description: Citizenship – commitment to and participation in a political community - is the heart of constitutional democracy and a free society. Knowledge of the rights, responsibilities, and privileges are the electrical impulses that keep a steady beat. Without the participation of educated citizens, a democratic republic can not and does not function. This study analyzed the relationship between adolescent behavior and civic engagement. This task was accomplished by examining the amount of civic...
Show moreCitizenship – commitment to and participation in a political community - is the heart of constitutional democracy and a free society. Knowledge of the rights, responsibilities, and privileges are the electrical impulses that keep a steady beat. Without the participation of educated citizens, a democratic republic can not and does not function. This study analyzed the relationship between adolescent behavior and civic engagement. This task was accomplished by examining the amount of civic knowledge possessed by two groups within a population. The population examined, a high school in Flagler County, was composed of "at risk" students (those who had an Individualized Education Plan) and "regular" students (those that did not). The study uncovered the message that the amount of civic knowledge possessed by American youth was not as important as it was for them to be engaged in extracurricular activities. During the course of time, educators appear to have restricted their own ability to plan for and provide learning experiences that take in to consideration the physical characteristics; physical needs; patterns of growth and maturation; physiological changes; intellectual development; intellectual characteristics; learning preferences and styles; emotional development; personality development; and social development of each and every young adolescent attending school. When interesting, affordable activities are not made available, students become bored and get in to trouble during after school hours. Adolescent behaviors such as moral judgment and risk taking (or lack thereof) affect their decision to become civically involved.
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Date Issued: 2005
Identifier: CFE0000764, ucf:46585
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0000764

Title: EFFECTIVE SCHOOL CHARACTERISTICS AND STUDENT ACHIEVEMENT CORRELATES AS PERCEIVED BY TEACHERS IN AMERICAN STYLE INTERNATIONAL SCHOOLS.
Creator: Doran, James, Allen, Kay, University of Central Florida
Abstract / Description: The purpose of this study is to investigate the relationships between effective school characteristics and norm referenced standardized test scores in American-style international schools. In contrast to schools in traditional effective schools research, international schools typically have middle to high SES families, and display average to above average achievement. Eleven effective school characteristics were identified and correlated with standardized test scores for grades 4, 6, and 8...
Show moreThe purpose of this study is to investigate the relationships between effective school characteristics and norm referenced standardized test scores in American-style international schools. In contrast to schools in traditional effective schools research, international schools typically have middle to high SES families, and display average to above average achievement. Eleven effective school characteristics were identified and correlated with standardized test scores for grades 4, 6, and 8 and high school SAT scores. Data was gathered from an online teacher questionnaire designed for this study. All eleven characteristics were present in high performing international schools while frequent analysis of student progress, high academic expectations and positive school environment were more prominent. Positive school environment, high academic expectations, strong instructional leadership and cultural diversity were chosen as important characteristics of an effective international school. Learning time is maximized was the only characteristic that was significantly correlated with achievement and only in grades 4, 6 and 8. There was no statistically significant relationship found between norm referenced test scores and the aggregate effective school characteristics score.
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Date Issued: 2004
Identifier: CFE0000245, ucf:46244
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0000245

learning styles (3)	+ -
professional development (2)	+ -
AOS schools (1)	+ -
AOS sponsored schools (1)	+ -
ASOS (1)	+ -

Academic (1)	+ -
Academic -- Education (1)	+ -
Academic Achievement (1)	+ -
Cognitive Styles (1)	+ -
Cognitive styles (1)	+ -
Correlations (1)	+ -
Developmental Education (1)	+ -
Dissertations (1)	+ -
Education -- Dissertations (1)	+ -
Field dependence (Psychology) (1)	+ -
Kolb's Experiential Learning Theory (1)	+ -
Kolb's Learning Style Inventory (1)	+ -
Learning (1)	+ -
Learning Styles (1)	+ -
Learning style (1)	+ -
Learning styles (1)	+ -
Mathematics (1)	+ -
Multiple Intelligence (1)	+ -
Online case study (1)	+ -
Online learning (1)	+ -
Psychology of (1)	+ -
Remedial Educaation (1)	+ -
Web-based learning (1)	+ -
adolescent behavior (1)	+ -
american style international schools (1)	+ -

ETD Collection (10)	+ -
Honors Collection (1)	+ -

University of Central Florida (10)	+ -
Allen, Kay (1)	+ -
Blasi, Laura (1)	+ -
Britt, John (1)	+ -
Brophy-Ellison, James (1)	+ -

Combs, Daniel Paul (1)	+ -
Cox, Dr. Thomas (1)	+ -
Dixon, Juli (1)	+ -
Doran, James (1)	+ -
Doyle, Drew A (1)	+ -
Dziuban, Charles (1)	+ -
Dziuban, Charles D. (1)	+ -
Education (1)	+ -
Ernst, Michael (1)	+ -
Haciomeroglu, Erhan (1)	+ -
Hollister, Debra Lee (1)	+ -
Hopp, Carolyn (1)	+ -
Hynes, Michael (1)	+ -
King, Kathy (Kathleen) (1)	+ -
Kubala, Thomas (1)	+ -
Lee, Jia-Ling (1)	+ -
Murray, Barbara (1)	+ -
Orwig, Gary (1)	+ -
Pancoast, Renee (1)	+ -
Penfold Navarro, Catherine (1)	+ -
Proctor, Michael (1)	+ -
Sottilare, Robert (1)	+ -
Steele, Bridget (1)	+ -
Taylor, Rosemarye (1)	+ -
Vitale, Thomas (1)	+ -

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