{"id":{"repo_id":"uiuc","oai_identifier":"oai:www.ideals.illinois.edu:2142/19661"},"canonical_url":"https://search.dev.ndltd.org/etd/uiuc/oai:www.ideals.illinois.edu:2142/19661","repository":{"repo_id":"uiuc","name":"University of Illinois - Urbana-Champaign","base_url":"https://www.ideals.illinois.edu/oai-pmh"},"display":{"title":"Effects of teaching approach on achievement, retention, and problem-solving ability of Illinois agricultural education students with varying learning styles","abstract":"The primary purpose of this study was to compare the effects of the problem solving (PSA) and subject matter approaches (SMA) on achievement, retention, and problem solving ability of students with varying learning styles.","abstract_html":"The primary purpose of this study was to compare the effects of the problem solving (PSA) and subject matter approaches (SMA) on achievement, retention, and problem solving ability of students with varying learning styles.","abstract_has_math":false,"creators":["Dyer, James Edward"],"institution":"University of Illinois at Urbana-Champaign","degree_name":"Ph.D.","degree_level":"Dissertation","degree_discipline":"Education","degree_department":null,"school":null,"contributors":["Osborne, Edward W."],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2011,"date_issued":"2011-05-07T12:14:30Z","date_published":"2011-05-07T12:14:30Z","updated_at":"2026-07-22T22:25:14Z","subjects":["Education, Agricultural","Education, Secondary"],"languages":["eng"],"rights":["Copyright 1995 Dyer, James Edward"],"rights_urls":[],"identifier_entries":[{"key":"dc:identifier","label":"Identifier","values":["AAI9543575","(UMI)AAI9543575"],"render_values":[{"text":"AAI9543575","href":null,"code":true},{"text":"(UMI)AAI9543575","href":null,"code":true}]}]},"links":{"outbound_url":"http://hdl.handle.net/2142/19661","outbound_label":"Handle","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Osborne, Edward W."]},{"key":"dc:creator","label":"Author","values":["Dyer, James Edward"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date","label":"Dc Date","values":["2011-05-07T12:14:30Z","10000-01-01","1995"]},{"key":"dc:type","label":"Dc Type","values":["text"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Education"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Dissertation"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Ph.D."]},{"key":"thesis:institution_name","label":"Thesis Institution Name","values":["University of Illinois at Urbana-Champaign"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Education, Agricultural","Education, Secondary"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:language","label":"Dc Language","values":["eng"]},{"key":"dc:rights","label":"Dc Rights","values":["Copyright 1995 Dyer, James Edward"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["AAI9543575","(UMI)AAI9543575","http://hdl.handle.net/2142/19661"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description","label":"Description","values":["The primary purpose of this study was to compare the effects of the problem solving (PSA) and subject matter approaches (SMA) on achievement, retention, and problem solving ability of students with varying learning styles.","The population was Illinois high school students enrolled in agricultural education courses. The sample was purposively selected based upon teachers' proficiency with both teaching approaches. Inservice instruction was provided. Intact sample sizes of 72 (PSA) and 60 (SMA) students were used. The independent variable was teaching approach. Dependent variables included student achievement, retention of knowledge, student problem solving ability, and attitude. Student learning style was an antecedent variable. Pretests and normal curve equivalence (NCE) scores were used as covariates. The nonequivalent control group design was used.","Data collected were NCE scores, learning style inventories, and scores from pretests, attitude assessments, achievement tests, retention tests, problem solving ability tests, absentee lists, and audio tapes of classes. Data analysis was accomplished through use of multivariate and univariate analysis of covariance, one-way ANOVA, t tests, means, standard deviations, correlations, frequencies, percentages, and multiple comparison procedures. The problem solving approach produced significantly higher scores in student problem solving ability across all learning styles. Interaction effects of treatment and learning style revealed significant increases in achievement scores of field-neutral learners. No significant differences were detected across learning styles on retention scores. Ninth grade students were predominantly field-dependent. All instructors and a majority of students in grades 10-12 were field-independent. Problem solving ability increased by grade level and was higher for field-independent learners.","Made available in DSpace on 2011-05-07T12:14:30Z (GMT). No. of bitstreams: 2 license.txt: 4922 bytes, checksum: 910b249b4beec47e7ab768910c8f966f (MD5) 9543575.pdf: 8543951 bytes, checksum: d211061a974e94ff6222567bd946b8e0 (MD5) Previous issue date: 1995","Item marked as restricted to the 'UIUC Users [automated]' Group (id=2) by Howard Ding (hding2@illinois.edu) on 2011-05-07T14:38:34Z Item is restricted indefinitely.","Restriction data tranferred 2014-07-01T11:16:06-05:00 Original Data Group with Access UIUC Users [automated] Release Date: none Reason: ETDs are only available to UIUC Users without author permission","ETDs are only available to UIUC Users without author permission","U of I Only"]},{"key":"dc:title","label":"Title","values":["Effects of teaching approach on achievement, retention, and problem-solving ability of Illinois agricultural education students with varying learning styles"]}]}],"canonical_facts":{"dc:contributor":["Osborne, Edward W."],"dc:creator":["Dyer, James Edward"],"dc:date":["2011-05-07T12:14:30Z","10000-01-01","1995"],"dc:description":["The primary purpose of this study was to compare the effects of the problem solving (PSA) and subject matter approaches (SMA) on achievement, retention, and problem solving ability of students with varying learning styles.","The population was Illinois high school students enrolled in agricultural education courses. The sample was purposively selected based upon teachers' proficiency with both teaching approaches. Inservice instruction was provided. Intact sample sizes of 72 (PSA) and 60 (SMA) students were used. The independent variable was teaching approach. Dependent variables included student achievement, retention of knowledge, student problem solving ability, and attitude. Student learning style was an antecedent variable. Pretests and normal curve equivalence (NCE) scores were used as covariates. The nonequivalent control group design was used.","Data collected were NCE scores, learning style inventories, and scores from pretests, attitude assessments, achievement tests, retention tests, problem solving ability tests, absentee lists, and audio tapes of classes. Data analysis was accomplished through use of multivariate and univariate analysis of covariance, one-way ANOVA, t tests, means, standard deviations, correlations, frequencies, percentages, and multiple comparison procedures. The problem solving approach produced significantly higher scores in student problem solving ability across all learning styles. Interaction effects of treatment and learning style revealed significant increases in achievement scores of field-neutral learners. No significant differences were detected across learning styles on retention scores. Ninth grade students were predominantly field-dependent. All instructors and a majority of students in grades 10-12 were field-independent. Problem solving ability increased by grade level and was higher for field-independent learners.","Made available in DSpace on 2011-05-07T12:14:30Z (GMT). No. of bitstreams: 2 license.txt: 4922 bytes, checksum: 910b249b4beec47e7ab768910c8f966f (MD5) 9543575.pdf: 8543951 bytes, checksum: d211061a974e94ff6222567bd946b8e0 (MD5) Previous issue date: 1995","Item marked as restricted to the 'UIUC Users [automated]' Group (id=2) by Howard Ding (hding2@illinois.edu) on 2011-05-07T14:38:34Z Item is restricted indefinitely.","Restriction data tranferred 2014-07-01T11:16:06-05:00 Original Data Group with Access UIUC Users [automated] Release Date: none Reason: ETDs are only available to UIUC Users without author permission","ETDs are only available to UIUC Users without author permission","U of I Only"],"dc:identifier":["AAI9543575","(UMI)AAI9543575","http://hdl.handle.net/2142/19661"],"dc:language":["eng"],"dc:rights":["Copyright 1995 Dyer, James Edward"],"dc:subject":["Education, Agricultural","Education, Secondary"],"dc:title":["Effects of teaching approach on achievement, retention, and problem-solving ability of Illinois agricultural education students with varying learning styles"],"dc:type":["text"],"thesis:degree_discipline":["Education"],"thesis:degree_level":["Dissertation"],"thesis:degree_name":["Ph.D."],"thesis:institution_name":["University of Illinois at Urbana-Champaign"]},"updated_at":"2026-07-22T22:25:14Z"}