Year of Publication

1991

Paper Type

Master's Thesis

College

College of Education and Human Services

Degree Name

Master of Education (MEd)

Department

Education

First Advisor

Royal Van Horn

Second Advisor

Bernadine Bolden

Third Advisor

Mary Grimes

Abstract

This descriptive study utilizes methods and materials not found in traditional high school computer applications classes. Four classes were involved in this preliminary descriptive study. Seventy students in periods four, six, and seven were tested to determine their learning style preference. The emphasis for style was based on one of three perceptual responses: auditory, visual, and emotive. Third period received the teacher's traditional instruction for computer applications. Fourth period received no special treatment other than being tested for and made aware of learning styles. Students tested in the sixth and seventh periods were either individually assigned or allowed to choose a treatment that differed from the normal classroom instruction. Data included student assignments, teacher made tests, and teacher observations. The results for the treated classes showed greater consistency in assignments completed and higher test scores for treated students.

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