%0 Thesis %1 moore_learning_1984 %A Moore, Russell P. Jr %C Normal, IL %D 1984 %K AND CURRICULUM EDUCATION, INSTRUCTION %T Learning style preferences of nontraditional undergraduate students at a private four-year college %X The primary purpose of the study was to determine if any statistically significant differences exist in learning style preferences between male and female nontraditional undergraduate students at St. Ambrose College. A secondary purpose was to determine if any statistical relationships exist between extent of agreement with andragogy and selected demographic variables within the same population. Two instruments were used for collecting data from 102 respondents in the study. The questionnaire elicited demographic data concerning the independent variables of sex, age, credit enrollment, undergraduate class status, undergraduate major, career ambition, and self image. Information was also collected about respondent opinions of the andragogical principles of self-direction, personal experience, learning readiness, and learning orientation. The second instrument, Canfield's Learning Styles Inventory, was used to collect data about the respondents' learning style preferences with scores on twenty-one variables in four domains: Conditions, Content, Mode, and Expectation. Eight null hypotheses were stated and tested using t-test and analysis of variance tests of statistical significance. All four hypotheses related to learning style preference comparisons between males and females were rejected at the .05 level, while each of the four hypotheses pertaining to andragogy were retained. No statistical relationships were found to exist between the extent of agreement with andragogy and the demographic variables of class status, undergraduate major, career ambition, and self-image. The major findings of the study were: (1) Females to a greater extent than males preferred structure in terms of organization and detail in the learning situation. Females wanted to know precisely what was expected in the learning situation but not in an authoritarian manner. (2) Males preferred content that involves practical computational skills in working with things, while females preferred conversational activities involving other people. (3) Females differed significantly from males in their preference for listening as opposed to the learning modes of reading, iconics, or direct experience. (4) Females had a significantly higher expectation of academic success, anticipating A's and B's, while males expected to be average (C's), and had a significantly higher expectation of failure through unsatisfactory performance (D's). . . . (Author's abstract exceeds stipulated maximum length. Discontinued here with permission of author.) UMI

@phdthesis{moore_learning_1984, abstract = {The primary purpose of the study was to determine if any statistically significant differences exist in learning style preferences between male and female nontraditional undergraduate students at St. Ambrose College. A secondary purpose was to determine if any statistical relationships exist between extent of agreement with andragogy and selected demographic variables within the same population. Two instruments were used for collecting data from 102 respondents in the study. The questionnaire elicited demographic data concerning the independent variables of sex, age, credit enrollment, undergraduate class status, undergraduate major, career ambition, and self image. Information was also collected about respondent opinions of the andragogical principles of self-direction, personal experience, learning readiness, and learning orientation. The second instrument, Canfield's Learning Styles Inventory, was used to collect data about the respondents' learning style preferences with scores on twenty-one variables in four domains: Conditions, Content, Mode, and Expectation. Eight null hypotheses were stated and tested using t-test and analysis of variance tests of statistical significance. All four hypotheses related to learning style preference comparisons between males and females were rejected at the .05 level, while each of the four hypotheses pertaining to andragogy were retained. No statistical relationships were found to exist between the extent of agreement with andragogy and the demographic variables of class status, undergraduate major, career ambition, and self-image. The major findings of the study were: (1) Females to a greater extent than males preferred structure in terms of organization and detail in the learning situation. Females wanted to know precisely what was expected in the learning situation but not in an authoritarian manner. (2) Males preferred content that involves practical computational skills in working with things, while females preferred conversational activities involving other people. (3) Females differed significantly from males in their preference for listening as opposed to the learning modes of reading, iconics, or direct experience. (4) Females had a significantly higher expectation of academic success, anticipating A's and B's, while males expected to be average (C's), and had a significantly higher expectation of failure through unsatisfactory performance (D's). . . . (Author's abstract exceeds stipulated maximum length. Discontinued here with permission of author.) UMI}, added-at = {2018-06-19T15:20:34.000+0200}, address = {Normal, IL}, author = {Moore, Russell P. Jr}, biburl = {https://www.bibsonomy.org/bibtex/276e41df9b2ffa6dc60bbc8c8eb95d21d/prophe}, interhash = {8148e397c2a429e7426f1d31f8ea1679}, intrahash = {76e41df9b2ffa6dc60bbc8c8eb95d21d}, keywords = {AND CURRICULUM EDUCATION, INSTRUCTION}, school = {Illinois State University}, shorttitle = {Learning style preferences of nontraditional undergraduate students at a private four-year college}, timestamp = {2018-06-19T15:20:34.000+0200}, title = {Learning style preferences of nontraditional undergraduate students at a private four-year college}, type = {{PhD} {Thesis}}, year = 1984 }