東華大學圖書館 |

Language: English

Help

回圖書館首頁

手機版館藏查詢

Back

Switch To: Labeled | MARC Mode | ISBD

Relationships between learning style...

Bagdan, Paul Joseph.

Linked to FindBook

Google Book

Amazon

博客來

Relationships between learning styles, demographics, delivery methods, study times and test achievements of hospitality undergraduates.

Record Type:	Language materials, printed : Monograph/item
Title/Author:	Relationships between learning styles, demographics, delivery methods, study times and test achievements of hospitality undergraduates./
Author:	Bagdan, Paul Joseph.
Description:	166 p.
Notes:	Major Professor: Carl Boger, Jr.
Contained By:	Dissertation Abstracts International60-08A.
Subject:	Business Administration, Management. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=9942656
ISBN:	0599443006

Relationships between learning styles, demographics, delivery methods, study times and test achievements of hospitality undergraduates.
Bagdan, Paul Joseph.

Relationships between learning styles, demographics, delivery methods, study times and test achievements of hospitality undergraduates. - 166 p.

Major Professor: Carl Boger, Jr.

Thesis (Ph.D.)--Kansas State University, 1999.

The purpose of this study was to analyze the effects of learning styles inventories (LSIs), demographics and of two delivery methods (DMs) on achievement gains (Ag) and on total study time (ST). A specific objective of the study was to determine whether a LSI or the DM has an effect on AG scores. Another specific objective of this study is to determine if ST, was related to LSI or DM. Demographic variables were also employed to seek relationships between LSI, AG and ST. A learning style was defined by Kolb and determined by the Marshall and Merritt Learning Style Questionnaire. DMs included CD-ROM interactive multimedia and video-lecture, and subjects included students enrolled in introductory hospitality management classes in selected Midwestern state land-grant universities. Subjects were administered an identical pretest and posttest consisting of 21 questions. A sample of 237 students produced a mean AG score of 2.27 questions. Neither the LSI nor the DM used had a significant (p ≤.15) impact on AG. Mean ST was 44.72 and 38.78 minutes for IM and VL, respectively. Significant (p ≤.15) differences were not determined between the LSIs but were determined between the two DMs with regard to ST. Post hoc comparisons suggested a difference in ST between DMs at lower age levels. The demographic variables class, gender, age, ACT score, and GPA were compared to learning style inventories (LSIs). One LSI, Diverger, was found to be related to students with lower GPA. A review of similar studies revealed similarities between distributions of learning styles.

ISBN: 0599443006Subjects--Topical Terms:

626628
Business Administration, Management.

Relationships between learning styles, demographics, delivery methods, study times and test achievements of hospitality undergraduates.
LDR:02546nam 2200289 a 45 001 938825
005 20110512
008 110512s1999 eng d
020 $a 0599443006
035 $a (UnM)AAI9942656
035 $a AAI9942656
040 $a UnM $c UnM
100 1 $a Bagdan, Paul Joseph. $3 1262798
245 1 0 $a Relationships between learning styles, demographics, delivery methods, study times and test achievements of hospitality undergraduates.
300 $a 166 p.
500 $a Major Professor: Carl Boger, Jr.
500 $a Source: Dissertation Abstracts International, Volume: 60-08, Section: A, page: 2835.
502 $a Thesis (Ph.D.)--Kansas State University, 1999.
520 $a The purpose of this study was to analyze the effects of learning styles inventories (LSIs), demographics and of two delivery methods (DMs) on achievement gains (Ag) and on total study time (ST). A specific objective of the study was to determine whether a LSI or the DM has an effect on AG scores. Another specific objective of this study is to determine if ST, was related to LSI or DM. Demographic variables were also employed to seek relationships between LSI, AG and ST. A learning style was defined by Kolb and determined by the Marshall and Merritt Learning Style Questionnaire. DMs included CD-ROM interactive multimedia and video-lecture, and subjects included students enrolled in introductory hospitality management classes in selected Midwestern state land-grant universities. Subjects were administered an identical pretest and posttest consisting of 21 questions. A sample of 237 students produced a mean AG score of 2.27 questions. Neither the LSI nor the DM used had a significant (p ≤.15) impact on AG. Mean ST was 44.72 and 38.78 minutes for IM and VL, respectively. Significant (p ≤.15) differences were not determined between the LSIs but were determined between the two DMs with regard to ST. Post hoc comparisons suggested a difference in ST between DMs at lower age levels. The demographic variables class, gender, age, ACT score, and GPA were compared to learning style inventories (LSIs). One LSI, Diverger, was found to be related to students with lower GPA. A review of similar studies revealed similarities between distributions of learning styles.
590 $a School code: 0100.
650 4 $a Business Administration, Management. $3 626628
650 4 $a Education, Home Economics. $3 1020169
650 4 $a Education, Vocational. $3 1017499
690 $a 0278
690 $a 0454
690 $a 0747
710 2 0 $a Kansas State University. $3 1017593
773 0 $t Dissertation Abstracts International $g 60-08A.
790 $a 0100
790 1 0 $a Boger, Carl, Jr., $e advisor
791 $a Ph.D.
792 $a 1999
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=9942656