This study investigated students' learning style participation rate within a blended Family and Consumer Sciences Exploring Childhood constructivist secondary course using an exploratory quantitative approach with descriptive analysis, ANOVA testing, and contingency tables. Howard Gardner's multiple intelligence inventory was used to determine students' learning styles. The learning styles were compared with the participation rate of four course components: individual assignments, group projects, assessment, and discussion. Students' perception of the course components were also examined for the opportunity of the students to use prior knowledge to build concepts. The literature review brought insight on studies focusing on learning style participation rate within course components.
The data analysis indicated students participate more in the group projects course component than assessment, individual assignments and discussions. Findings determined there was no significance to students' learning style and the participation rate of the course components. Learning styles were not related to student participation in various blended learning course components. Further research is recommended to determine factors of students' participation within a blended course.
","abstract_html":"<p>This study investigated students' learning style participation rate within a blended Family and Consumer Sciences Exploring Childhood constructivist secondary course using an exploratory quantitative approach with descriptive analysis, ANOVA testing, and contingency tables. Howard Gardner's multiple intelligence inventory was used to determine students' learning styles. The learning styles were compared with the participation rate of four course components: individual assignments, group projects, assessment, and discussion. Students' perception of the course components were also examined for the opportunity of the students to use prior knowledge to build concepts. The literature review brought insight on studies focusing on learning style participation rate within course components.</p> <p>The data analysis indicated students participate more in the group projects course component than assessment, individual assignments and discussions. Findings determined there was no significance to students' learning style and the participation rate of the course components. Learning styles were not related to student participation in various blended learning course components. Further research is recommended to determine factors of students' participation within a blended course.</p>","abstract_has_math":false,"creators":["Devlin, Breanne"],"institution":null,"degree_name":"Doctor of Philosophy","degree_level":"dissertation","degree_discipline":null,"degree_department":"Department of Apparel, Events, and Hospitality Management","school":null,"contributors":[],"advisors":["Bob Bosselman","Ann Thompson"],"committee_chairs":[],"committee_members":[],"year":2010,"date_issued":"2010-01-01","date_published":"2010-01-01","updated_at":"2026-07-24T02:39:30Z","subjects":[],"languages":["en"],"rights":[],"rights_urls":[],"identifier_entries":[{"key":"dc:identifier.doi","label":"DOI","values":["https://doi.org/10.31274/etd-180810-2425"],"render_values":[{"text":"https://doi.org/10.31274/etd-180810-2425","href":"https://doi.org/10.31274/etd-180810-2425","code":true}]},{"key":"dc:identifier","label":"Identifier","values":["archive/lib.dr.iastate.edu/etd/11286/"],"render_values":[{"text":"archive/lib.dr.iastate.edu/etd/11286/","href":null,"code":true}]}]},"links":{"outbound_url":"https://dr.lib.iastate.edu/handle/20.500.12876/25492","outbound_label":"Repository record","outbound_source":"dc:identifier.uri"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor.advisor","label":"Advisor","values":["Bob Bosselman","Ann Thompson"]},{"key":"dc:contributor.department","label":"Department","values":["Department of Apparel, Events, and Hospitality Management"]},{"key":"dc:creator","label":"Author","values":["Devlin, Breanne"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date","label":"Dc Date","values":["2018-08-11T13:11:38.000"]},{"key":"dc:date.accessioned","label":"Dc Date Accessioned","values":["2020-06-30T02:34:37Z"]},{"key":"dc:date.available","label":"Dc Date Available","values":["2020-06-30T02:34:37Z"]},{"key":"dc:date.issued","label":"Date","values":["2010-01-01"]},{"key":"dc:type","label":"Dc Type","values":["dissertation"]},{"key":"thesis:degree_level","label":"Degree Level","values":["dissertation"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Doctor of Philosophy"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:language.iso","label":"Language (ISO)","values":["en"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["archive/lib.dr.iastate.edu/etd/11286/"]},{"key":"dc:identifier.doi","label":"DOI","values":["https://doi.org/10.31274/etd-180810-2425"]},{"key":"dc:identifier.uri","label":"Identifier URI","values":["https://dr.lib.iastate.edu/handle/20.500.12876/25492"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["This study investigated students' learning style participation rate within a blended Family and Consumer Sciences Exploring Childhood constructivist secondary course using an exploratory quantitative approach with descriptive analysis, ANOVA testing, and contingency tables. Howard Gardner's multiple intelligence inventory was used to determine students' learning styles. The learning styles were compared with the participation rate of four course components: individual assignments, group projects, assessment, and discussion. Students' perception of the course components were also examined for the opportunity of the students to use prior knowledge to build concepts. The literature review brought insight on studies focusing on learning style participation rate within course components.
The data analysis indicated students participate more in the group projects course component than assessment, individual assignments and discussions. Findings determined there was no significance to students' learning style and the participation rate of the course components. Learning styles were not related to student participation in various blended learning course components. Further research is recommended to determine factors of students' participation within a blended course.
"]},{"key":"dc:format.mimetype","label":"Dc Format Mimetype","values":["application/pdf"]},{"key":"dc:title","label":"Title","values":["Effects of Students' multiple Intelligences on Participation Rate of Course Components in a Blended Secondary Family and Consumer Sciences Course"]}]}],"canonical_facts":{"dc:contributor.advisor":["Bob Bosselman","Ann Thompson"],"dc:contributor.department":["Department of Apparel, Events, and Hospitality Management"],"dc:creator":["Devlin, Breanne"],"dc:date":["2018-08-11T13:11:38.000"],"dc:date.accessioned":["2020-06-30T02:34:37Z"],"dc:date.available":["2020-06-30T02:34:37Z"],"dc:date.issued":["2010-01-01"],"dc:description.abstract":["This study investigated students' learning style participation rate within a blended Family and Consumer Sciences Exploring Childhood constructivist secondary course using an exploratory quantitative approach with descriptive analysis, ANOVA testing, and contingency tables. Howard Gardner's multiple intelligence inventory was used to determine students' learning styles. The learning styles were compared with the participation rate of four course components: individual assignments, group projects, assessment, and discussion. Students' perception of the course components were also examined for the opportunity of the students to use prior knowledge to build concepts. The literature review brought insight on studies focusing on learning style participation rate within course components.
The data analysis indicated students participate more in the group projects course component than assessment, individual assignments and discussions. Findings determined there was no significance to students' learning style and the participation rate of the course components. Learning styles were not related to student participation in various blended learning course components. Further research is recommended to determine factors of students' participation within a blended course.
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