http://www.loc.gov/mods/v3 http://www.loc.gov/standards/mods/v3/mods-3-2.xsd
association of methodology and student learning style on a student's perception of a collegiate leadership course
4. The majority of the participants in this study were
ascertain the student's learning style and the other was
between learning style and perceived effectiveness of high
between male's and female's learning styles. 3. There
course. The design for this research was an ex-post facto
Department of Agricultural Education at Texas A&M
design, with both correlational and causal-comparative
elements. The sample for this study consisted of subjects
field-dependent students in a collegiate leadership
field-independent learners. 5. There were no significant
gender and ethnicity, and student's learning style.
instruments were used in this study. One was used to
involvement activities. 2. There were no differences
registered for selected leadership labs conducted by the
relationships between perceived effectiveness of
selected learning activities used in this course. SPSS
specific instructional methodologies, student's age,
statistical procedures NOVA, Pearson correlations, and t
tests were used to analyze the data. The major findings of
The purpose of this study was to compare the efficacy of
the students' perception Of facilitation effectiveness and
this study were as follows: 1. There was no relationship
to look at the student's perceived effectiveness of the
University during the Fall Semester, 1995. Two
various learning activities between field-independent and
were some statistically significant differences between
"Major subject: Agricultural Education".
Issued also on microfiche from Lange Micrographics.
Includes bibliographical references: 82-84.