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Learning style as a correlate of suc...

Allert, James Donald.

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Learning style as a correlate of success in introductory computer science education.

Record Type:	Language materials, printed : Monograph/item
Title/Author:	Learning style as a correlate of success in introductory computer science education./
Author:	Allert, James Donald.
Description:	120 p.
Notes:	Adviser: William M. Ammentorp.
Contained By:	Dissertation Abstracts International66-04A.
Subject:	Education, Educational Psychology. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3172778
ISBN:	9780542098949

Learning style as a correlate of success in introductory computer science education.
Allert, James Donald.

Learning style as a correlate of success in introductory computer science education. - 120 p.

Adviser: William M. Ammentorp.

Thesis (Ed.D.)--University of Minnesota, 2005.

The Soloman-Felder Inventory of Learning Styles (ILS} is a frequently used instrument for the assessment of learning styles in science and engineering. However, introductory computer science education has rarely been a focus of learning styles research. This study used the ILS, in a test-retest format, in introductory computer science courses at the University of Minnesota Duluth (UMD) as a tool to aid in the understanding of student achievement and retention. Over 300 students in a variety of classes participated in the study during fall semester, 2004. There were important findings in three areas: instrument reliability, learning style characterization, and the relationship of learning style to outcome. Instrument reliability was acceptable along most dimensions of the scale but weak along the sequential-global scale. Specific sources of concern were identified which could lead to improvement of the instrument. Profiles of the learning styles of students in each class were constructed. The visual-verbal scale was skewed to the right in each instance. Other distributions were fairly normally distributed. A significant association with gender was identified (females being less visually oriented than males). This is important because computer science has historically been characterized by low female enrollment. Relationships with outcome identified the active-reflective scale as significantly related in performance in computer programming classes. Active learners were more likely to do poorly. This is important because it may be linked to retention issues. A predictive model of student outcome success identified the active-reflective scale and ACT Composite scores as the key indicators. The study has implications for the ways in which computer science students are selected for enrollment, instructed and assessed and may be linked to larger issues of retention and gender.

ISBN: 9780542098949Subjects--Topical Terms:

1017560
Education, Educational Psychology.

Learning style as a correlate of success in introductory computer science education.
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005 20110928
008 110928s2005 eng d
020 $a 9780542098949
035 $a (UnM)AAI3172778
035 $a AAI3172778
040 $a UnM $c UnM
100 1 $a Allert, James Donald. $3 1296806
245 1 0 $a Learning style as a correlate of success in introductory computer science education.
300 $a 120 p.
500 $a Adviser: William M. Ammentorp.
500 $a Source: Dissertation Abstracts International, Volume: 66-04, Section: A, page: 1271.
502 $a Thesis (Ed.D.)--University of Minnesota, 2005.
520 $a The Soloman-Felder Inventory of Learning Styles (ILS} is a frequently used instrument for the assessment of learning styles in science and engineering. However, introductory computer science education has rarely been a focus of learning styles research. This study used the ILS, in a test-retest format, in introductory computer science courses at the University of Minnesota Duluth (UMD) as a tool to aid in the understanding of student achievement and retention. Over 300 students in a variety of classes participated in the study during fall semester, 2004. There were important findings in three areas: instrument reliability, learning style characterization, and the relationship of learning style to outcome. Instrument reliability was acceptable along most dimensions of the scale but weak along the sequential-global scale. Specific sources of concern were identified which could lead to improvement of the instrument. Profiles of the learning styles of students in each class were constructed. The visual-verbal scale was skewed to the right in each instance. Other distributions were fairly normally distributed. A significant association with gender was identified (females being less visually oriented than males). This is important because computer science has historically been characterized by low female enrollment. Relationships with outcome identified the active-reflective scale as significantly related in performance in computer programming classes. Active learners were more likely to do poorly. This is important because it may be linked to retention issues. A predictive model of student outcome success identified the active-reflective scale and ACT Composite scores as the key indicators. The study has implications for the ways in which computer science students are selected for enrollment, instructed and assessed and may be linked to larger issues of retention and gender.
590 $a School code: 0130.
650 4 $a Education, Educational Psychology. $3 1017560
650 4 $a Education, Vocational. $3 1017499
690 $a 0525
690 $a 0747
710 2 0 $a University of Minnesota. $3 676231
773 0 $t Dissertation Abstracts International $g 66-04A.
790 $a 0130
790 1 0 $a Ammentorp, William M., $e advisor
791 $a Ed.D.
792 $a 2005
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3172778