LEARNING STYLES AND PERCEPTIONS OF EFFECTIVE TEACHER CHARACTERISTICS AMONG ADULT AND TRADITIONAL LEARNERS IN BACCALAUREATE NURSING PROGRAMS (ADULT LEARNERS).
Contributors: University of Arkansas at Little Rock.
Published: 1996
Number of pages: 177
Subjects: Education, Adult and Continuing.; Health Sciences, Nursing.; Education, Higher.; Health Sciences, Education.; Education, Curriculum and Instruction.
Description: The problem of this study was to investigate the relationship of learning styles and perceptions of effective teacher characteristics among adult and traditional aged learners in baccalaureate programs of nursing. Previous research did not clearly identify the relationship of the variables of learning styles and student perceptions of effective teacher characteristics. Also, research was not clear as to the import added maturity had on student perceptions.

This study utilized a sample of 281 baccalaureate nursing students which comprised 122 (43.4%) adult learners aged 25 and older and 159 (56.5%) traditional learners aged 24 and younger. Three data gathering instruments were used and included: (1) Kolb's Learning Style Inventory to assess predominant learning style and mode, (2) Qualities of the Effective Teacher Survey to assess learner perceptions of effective teacher characteristics, and (3) a Demographic Questionnaire to assess learner characteristics. Analysis of data using Goodman-Kruskal Symmetric Lambda technique and Pearson's Chi-Square Goodness-of-fit test provided insufficient evidence at the 0.05 level of significance to reject the null hypotheses. There was no statistically significant relationship between the predominant learning styles of adult and traditional learners in baccalaureate programs of nursing and their perception of effective teacher characteristics.

Findings suggested a need to focus on individual students and their unique learning styles, rather than preconceived ideas of how students learn based on age or other defining characteristics. Results also indicated that teachers should expect diversity within and among groups of adult and traditional learners. It was recommended that variety in instructional methods and activities be provided so that students could learn within their preferences while being challenged to learn using alternative methods. Both adult and traditional learners, regardless of learning style, were consistent in rating effective teacher characteristics. General knowledge and understanding of educational facts and knowledge of the subject matter were the highest ranked criteria for effectiveness of a teacher.

Further research was recommended using a broader student population to investigate differences within and between other specific academic disciplines. It was also suggested that further research was indicated to identify factors that differentiate if and how more mature individuals learn differently than the traditional aged college student.
Notes: Source: Dissertation Abstracts International, Volume: 57-10, Section: A, page: 4227.

Thesis (ED.D.)--UNIVERSITY OF ARKANSAS AT LITTLE ROCK, 1996.

School code: 1204.