Effects of Students' multiple Intelligences on Participation Rate of Course Components in a Blended Secondary Family and Consumer Sciences Course

<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>

Name thesis:degree_name

Doctor of Philosophy

Level thesis:degree_level

dissertation

Department dc:contributor.department

Department of Apparel, Events, and Hospitality Management

Year dc:date.issued

2010

Author dc:creator

• Devlin, Breanne

Advisors dc:contributor.advisor

• Bob Bosselman
• Ann Thompson

Language dc:language.iso

en

DOI

https://doi.org/10.31274/etd-180810-2425

Identifier

archive/lib.dr.iastate.edu/etd/11286/

OAI identifier oai:identifier

oai:dr.lib.iastate.edu:20.500.12876/25492