An analysis of the relationship between learning styles and the growth in technology abilities among teacher education majors
Caroline Beth Adams, The University of Mississippi, United States
Doctor of Education, The University of Mississippi . Awarded
This study investigated the relationship between the learning styles and the growth in technology skills among teacher education majors. The sample for the study consisted of 173 of the 175 education majors enrolled in their first education course at a rural university in the southeastern region of the United States. Thirty-five, or 20 percent, of the participants were dropped out of the study due to lack of attendance to technology sessions or withdrawal from the course, resulting in a participation of 80 percent, or one-hundred-forty respondents. The participants completed three surveys: Demographic Information Survey; Productivity Environmental Preference Survey , or PEPS, that consisted of one hundred statements scored on a Likert scale; and the Technology Abilities Inventory (Parts I–III).
The results of this study were based on the teacher education majors' learning styles, as identified on the PEPS, and their growth in technology abilities. The results indicated that although there was a positive correlation to participants' learning styles and growth in technology abilities, the relationship was not statistically significant. Descriptive statistics and the Pearson-r Correlation were used to analyze data.
Adams, C.B. An analysis of the relationship between learning styles and the growth in technology abilities among teacher education majors. Doctor of Education thesis, The University of Mississippi.
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