%0 Thesis %1 mclinnahan_cognitive/learning_1995 %A McLinnahan, Maxine Wright %C Minneapolis, MN %D 1995 %K AND BLACK CURRICULUM EDUCATION, Higher, INSTRUCTION, STUDIES TEACHER TRAINING, %T Cognitive/learning style preferences of African- American education majors in an historically private black southern college %X This study was conducted to identify the cognitive/learning style preferences of African-American education majors. The study was administered utilizing the concepts of field-dependence vs. field-independence and perceptual modality preferences and finally, to determine to what extent age, gender, class, family income, family structure, and parental education attainment may be related to learning style preferences. The total universe of all the majors enrolled in introductory classes constituted the population of the study. The Group Embedded Figures Test (GEFT), and the Productivity Environmental Preference Survey (PEPS) were used to measure the participants' cognitive/learning preferences and perceptual modality preferences. A series of four analysis of variance (ANOVAs) were used on the PEPS and a stepwise multiple regression was performed with forward entry of predictor variables to look at the sociodemographic data. Conclusions reached were: (a) while teacher education majors were significantly more field-independent than non-education majors, both groups were kinesthetic in their learning modality preference; (b) cognitive style preference was not significantly related to family income, parental education attainment, and family structure of the participants; (c) age and class were the best predictors of their preference mode of learning; and (d) teacher education majors report a significant difference regarding physical needs. Neither major nor gender revealed significant effects on the subtest of emotionality and sociological needs. The results from this study can serve as a basis for the types of programs provided for education majors. Research using the instruments should offer useful information to both teacher education majors and non-teacher education major educators.

@phdthesis{mclinnahan_cognitive/learning_1995, abstract = {This study was conducted to identify the cognitive/learning style preferences of African-American education majors. The study was administered utilizing the concepts of field-dependence vs. field-independence and perceptual modality preferences and finally, to determine to what extent age, gender, class, family income, family structure, and parental education attainment may be related to learning style preferences. The total universe of all the majors enrolled in introductory classes constituted the population of the study. The Group Embedded Figures Test (GEFT), and the Productivity Environmental Preference Survey (PEPS) were used to measure the participants' cognitive/learning preferences and perceptual modality preferences. A series of four analysis of variance (ANOVAs) were used on the PEPS and a stepwise multiple regression was performed with forward entry of predictor variables to look at the sociodemographic data. Conclusions reached were: (a) while teacher education majors were significantly more field-independent than non-education majors, both groups were kinesthetic in their learning modality preference; (b) cognitive style preference was not significantly related to family income, parental education attainment, and family structure of the participants; (c) age and class were the best predictors of their preference mode of learning; and (d) teacher education majors report a significant difference regarding physical needs. Neither major nor gender revealed significant effects on the subtest of emotionality and sociological needs. The results from this study can serve as a basis for the types of programs provided for education majors. Research using the instruments should offer useful information to both teacher education majors and non-teacher education major educators.}, added-at = {2018-06-19T15:18:45.000+0200}, address = {Minneapolis, MN}, author = {McLinnahan, Maxine Wright}, biburl = {https://www.bibsonomy.org/bibtex/2344489979c4403f91477af2ebca66508/prophe}, interhash = {41882cfec5331d4f66fcb10c57c552d4}, intrahash = {344489979c4403f91477af2ebca66508}, keywords = {AND BLACK CURRICULUM EDUCATION, Higher, INSTRUCTION, STUDIES TEACHER TRAINING,}, school = {Walden University}, shorttitle = {Cognitive/learning style preferences of {African}- {American} education majors in an historically private black southern college}, timestamp = {2018-06-19T15:18:45.000+0200}, title = {Cognitive/learning style preferences of {African}- {American} education majors in an historically private black southern college}, type = {{PhD} {Thesis}}, year = 1995 }