The Effect of Inservice Training on the Ability of Teachers to Observe Learning Styles of Students

162 Pages·2013·1.06 MB·English

by  Beaty, Shirley A.

AN ABSTRACT OF THE THESIS OF
Shirley A. Beaty for the degree of Doctor of
Philosophy in Education presented on April 30,
1986.
Title: The Effect of Inservice Training on the
Ability of Teachers to Observe Learning Styles
of Students.
Redacied for privacy
Abstract approved:
Dr. Jein)Y u
Research on the topic of learning styles has
revealed the positive impact that implementation of a
learning styles program can have on the education of
America's youth. Yet for many districts in the state
of Oregon, implementation is hindered by a lack of
available funds and personnel trained to do so. A
search of the literature raised the possibility of
using inservice training to improve teacher observation
skills as a means of implementing a learning styles
program. Thus, the purpose of this study was to test
whether inservice training could improve the ability of
classroom teachers to observe the learning styles of
students.
Sixty-nine teachers in two school districts
participating in the quasi-experimental design were
asked to observe and identify the learning styles of
students according to the Dunns' learning style model.
These observations were compared with information on
the Learning Style Inventory (Dunn, Dunn & Price, 1985)
student profiles using the following data analysis
procedures: analysis of covariance, analysis of
variance for improvement, and percentage of agreement
tests for each of the twenty-two elements in the model.
Data analysis led to rejection of the null
hypothesis at the .05 level of significance for only
two elements, responsible and parent-figure motivated.
The findings in this study support previous findings
which led to the development of a standardized tool to
identify learning styles. Teacher observation alone
did not prove to be the best approach to identification
of students' learning styles.
Recommendations include replication of the present
study at the elementary level, use of volunteer
teachers in a study, addition of the technique of
interviewing to the observation process, and the use
of paired observations to improve teacher observation
skills.
THE EFFECT OF INSERVICE TRAINING ON THE
ABILITY OF TEACHERS TO OBSERVE LEARNING
STYLES OF STUDENTS
by
Shirley A. Beaty
A THESIS
submitted to
Oregon State University
in partial fulfillment of
the requirements for the
degree of
Doctor of Philosophy
Completed April 30, 1986
Commencement June 8, 1986
APPROVED:
Redacted for ririvacy
Professor of .E_ducon in cha ce 'Of or
Redacted for privacy
Head of Department of Educati nal Foundations
Redacted for privacy
Dean of GradO e Schoo
Date of exam: April 30, 1986
Date thesis is presented: April 30, 1986
Thesis prepared on computer by Shirley A. Beaty
ACKNOWLEDGEMENT
Sincere appreciation is extended to all those who
helped me along the way:
To Dr. Bonnie Young, my major advisor, who spent
hours advising, encouraging, and supporting me from my
entry into the doctoral program to the completion of
this writing.
To my committee members who helped me along the
way: Dr. Frank Cross, Dr. Merle Kelley, Dr. Donald
Duncan, Dr. Arthur McElroy, and Dr. David Phelps.
To Susie Maresh, statistician at the OSU Computer
Center, for assistance with the data.
To the secretaries and friends who typed and input
data into the computer, Pam Brown and Carolyn Oeder.
To Mary Langevin, a friend, who transported
materials back and forth to the schools.
To all the teachers who completed the activities
over and above their daily responsibilities.
To Dr. Glenn Dorn, Mr. Ellis Mason, Mr. Larry
Armbrust, Mr. James Moskal, Ms. Penny Steward, Mr. Dick
Reiling, and Mr. Maurice Paul, administrators, who
worked closely with me in the project.
And, most of all, to my family who helped and
supported me along the way:
To my parents who encouraged me to learn
everything I could along my educational path.
To my boys who helped input data, kept the house
quiet, and gave up time with Mom so she could study.
To my husband, Bill, who along with Parry Walborn,
spent hours at the computer, helped with copying, and
supported my efforts in completing the project.
TABLE OF CONTENTS
I. INTRODUCTION 1
Background of Present Problem 3
Statement of the Problem 8
Purpose of the Study 8
Definition of Terms 9
Limitations 10
Basic Assumptions of the Study 11
II. REVIEW OF THE LITERATURE 12
Definition of "Learning Style" 14
Comprehensive Model of Learning Styles 17
Researchers and Their Contributions 20
Cognitive Domain 20
Affective Domain 31
Physiological Domain 34
Justification Through Research 37
Modality Preferences 39
Heredity 40
Group Characteristics 41
Test Studies 43
Guidance and Learning Styles 44
Teacher Training and Inservice 44
Learning Styles and Achievement 47
Matching for Instruction 48
Controversy on Assessment 51
III. METHODOLOGY OF THE STUDY 57
Subjects 57
Design and Data Analysis 60
Materials 62
Procedures 69
IV. PRESENTATION AND ANALYSIS OF THE DATA 75
Descriptive Analysis of the Subjects 75
Discussion of Major Hypothesis 76
Hypothesis 77
Discussion of Research Questions 84
Research Question 1 84
Research Question 2 84
Research Question 3 85
Research Question 4 85
V. SUMMARY, CONCLUSIONS, IMPLICATIONS AND
RECOMMENDATIONS 90
Conclusions 94
Implications 95
Recommendations for Further Research 96
REFERENCES 97
APPENDICES
A Permission Letter to Parents 109
B Letter to Principal of Experimental
Site 111
C Letter to Teachers at Experimental
Site 113
D Letter to Principal at Control Site 115
E Letter to Teachers at Control Site 117
F Letter Giving Directions for Pretest
Activity 119
G Preference Summary Sheet 121
H Individual Profile Preference
Summary LSI 123
I Definitions of Learning Style
Elements from LSI Manual 125
J Letter Introducing Second Activity 129
K Administration Procedure for the
LSI 131
L LSI Answer Sheet - 1985 133
M LSI Elements 135
N Productivity Environmental Preference
Survey Answer Sheet 137
O Inservice Worksheet 139
P Observing Learning Styles Summary
Sheet 145
Q Letter Introducing Final Activity 150
(Posttest)
LIST OF FIGURES
Figure Page
1 Personalized Learning 19
2 Koib's Experiential Learning Model 23
3 Gregorc's Learning Style Model 27
LIST OF TABLES
Table Page
1 Residences of Project Teachers 58
2 Total Accessible Population 59
3 LSI Reliabilities 67
4 Students Participating in the Study 76
5 Teachers Participating in the Study 76
6 Analysis of Covariance Decision Table-
Sample 1 78
7 Analysis of Covariance Decision Table-
Sample 2 80
8 Analysis of Variance for Slopes 81
9 Analysis of Variance Decision Table
for Improvement 83
10 Percentage of Agreement-Sample 1 87
11 Percentage of Agreement-Sample 2 88
12 Percentage of Agreement-Accessible
Population 89