Abstract:
In this study, we present a quantitative, repeated measures component of a larger mixed-method case study. Using Kolb’s Learning Style Inventory (2007), repeated measures were taken to test the stability of experiential learning style and learning mode of 33 College of Agriculture and Life Sciences students enrolled in a semester-long high-impact learning field experience. A one-group pretest-posttest design was used to test the effect of learning environment on students’ experiential learning mode between pretest and posttest measures during the fall 2012 semester. A single pretest measure was taken at the beginning of the semester and a single posttest measure was taken at the conclusion of the semester. Results indicated the greatest pretest score was active experimentation and the least pretest score was concrete experience. The highest posttest score was concrete experience and the lowest posttest score was in abstract conceptualization. In determining if high impact learning experiences and environments changed students’ preferred learning style during a semester, results indicated significant differences (p ≤ 0.05) existed between pre- and post-measures of the learning modes concrete experience and active experimentation.
Key Words:
Repeated measures study, short-term influences, high-impact practices
 25. McKim NACTA Special Issue Sept 2013.pdf | [ ] | 335 kB |
