FRINK Linked Data Fragments server

Matches in SemOpenAlex for { <https://semopenalex.org/work/W75808899> ?p ?o ?g. }

• W75808899 abstract "Results Conclusions Methods References Participants: The sample consisted of 69 students from 21 entry level graduate programs and 429 students from 88 undergraduate programs. Procedures: An email was sent to the college or university’s Athletic Training Education Program Director asking them if they were willing to forward the survey to their students. If the Program Director was willing, another email was sent with a link to the survey inviting the students’ participation in this study. This email served as an informed consent for the students. After the informed consent page, the survey started off with the demographic questions page and then the survey questions followed. The survey was made electronic through the North Dakota State University Group Decision Center and emailed to the students by their Program Director. The survey remained open for three weeks for the students to respond. Research question one asked what was the preferred learning style of undergraduate entry level athletic training students. The results showed 74.83% (n=321) of undergraduate students preferred the Diverger style of learning, Assimilator 9.79% (n=42), Accommodator 8.68% (n=37), and 2.80% (n=12) was the Converger style. Combination learning styles were as follows: 1.40% (n=6) students would be considered Accommodators/Divergers, 2.10% (n=9) were Diverger/Assimilators, .23% (n=1) utilized all 4 Learning Styles, and . 23% (n=1) was considered a Converger/Assimilator. The chi-square goodness of fit test showed a p-value of proportions of the learning styles. Diverger was the preferred learning style of undergraduate entry level athletic training students. Research question two asked what was the preferred learning style of graduate entry level students. The Diverger style was preferred by 68.12% (n=47) of the students, the Accommodator style was preferred by 15.94% (n=11), the Assimilator style was preferred by 7.25% (n=5) and the Converger style by 1.45% (n=1). The combination learning style preferences were as follows: the Accommodator/Diverger combination was 1.45% (n=1) of the students, 1.45% (n=1) preferred a combination of all 4 styles, and 4.35% (n=3) was a Diverger/Assimilator combination. The chi-square goodness of fit test showed a p-value of styles. Diverger was the preferred learning style of graduate entry level athletic training students. Research question three asked if there was a significant difference between the preferred learning style of undergraduate students and graduate students. There was no significant difference found between the preferred learning styles of undergraduate students versus graduate students. Chi-square of independence tests were used to determine the differences between the undergraduate and graduate students. The results of the Chi- square test indicated a p-value of 0.2095 which is greater than the alpha value of 0.05 indicating no significant difference existed in the scores of these two groups. Research question four asked if there was a significant difference between preferred learning styles of male and female undergraduate students. Diverger was the preferred learning style of 79.20% (n=99) undergraduate male students and 77.62% (n=222) of undergraduate female students. The chi-square of independence test had a p-value of 0.1794 which is greater than the alpha value of 0.05 indicating no significant difference existed in the scores of these two groups. Research Question five asked if there was a significant difference of preferred learning styles between male and female graduate students. The male graduate students prefer the Diverger style (72%; n =18) as did females (74.36%; n=29). The chi-square test of independence showed no significant differences due to the fact that the p-value of 0.1794 is greater than the alpha value of 0.05 It was concluded from this study that undergraduate and graduate entry level athletic training students have a variety of learning styles, but prefer the Diverger style. The same is true with the males and females of each group. The Diverger style was the preferred learning style within both undergraduate and graduate entry level athletic training students and both males and females with no statistical differences between the groups. The purpose of this study was to determine the preferred learning style of undergraduate and graduate entry level athletic training students. This study also investigated the preference of males and females in both groups. Marshall and Merrit’s Student Learning Style Questionnaire (1985) based on Kolb’s theory was used to survey 429 undergraduate and 69 graduate students. The preferred learning style of undergraduate entry level athletic training students was Diverger, which was the same as the graduate students, and males and females of each group. There was no significant difference of preferred learning style between undergraduate and graduate students or between the males and females. Using the Chi-Square goodness of fit test, it was concluded that the Diverger learning style was preferred by undergraduate and graduate entry level athletic training students and was statistically significant. NDSU Athletic Training Significance of Study Since more entry level graduate athletic training programs are developing throughout the country, it is important for educators to know how to best accommodate the students. Do their background education and how they learn help shape how they pick up athletic training principles? Do their learning styles change over time in school or do they tend to remain constant? Studies have been conducted on undergraduate student learning styles, so it would be interesting to see graduate students’ results and if their learning styles change as they go through the program. By researching any differences in preferred learning styles between the undergraduate and graduate programs, athletic training educators will be able to change their teaching methods accordingly. Kolb D. (1985) Learning style inventory. Boston, MA: McBer and Company Marshall, J.C, & Merritt, S.L. (1986) Reliability and construct validity of the learning style questionnaire. Educational and Psychological Measurement. 46: 257-262 • Learn from “hands-on” experience • Tend to act on “gut” feelings rather than on logical analysis • Rely heavily on people for information when solving problems • Tend to view concrete situations from many different points of view • Prefer observation over action • Enjoy brainstorming • Excel at finding practical uses for ideas • Able to solve problems and make decisions • Prefer to deal with technical tasks than with social and interpersonal issues • Proficient at translating information into concise, logical form • Tend to be interested in abstract ideas and concepts • Enjoy creating theories and models Accommodator Diverger Converger Assimilator Kolb’s Model of Learning Styles. Adapted from Kolb (1985)" @default.
• W75808899 created "2016-06-24" @default.
• W75808899 creator A5007242295 @default.
• W75808899 date "2012-01-01" @default.
• W75808899 modified "2023-09-26" @default.
• W75808899 title "Learning styles: Differences in undergraduate versus graduate entry level athletic training students" @default.
• W75808899 hasPublicationYear "2012" @default.
• W75808899 type Work @default.
• W75808899 sameAs 75808899 @default.
• W75808899 citedByCount "0" @default.
• W75808899 crossrefType "book" @default.
• W75808899 hasAuthorship W75808899A5007242295 @default.
• W75808899 hasConcept C145420912 @default.
• W75808899 hasConcept C153294291 @default.
• W75808899 hasConcept C15744967 @default.
• W75808899 hasConcept C205649164 @default.
• W75808899 hasConcept C2777211547 @default.
• W75808899 hasConcept C2779258753 @default.
• W75808899 hasConcept C2781418482 @default.
• W75808899 hasConcept C3020528894 @default.
• W75808899 hasConcept C509550671 @default.
• W75808899 hasConcept C71924100 @default.
• W75808899 hasConceptScore W75808899C145420912 @default.
• W75808899 hasConceptScore W75808899C153294291 @default.
• W75808899 hasConceptScore W75808899C15744967 @default.
• W75808899 hasConceptScore W75808899C205649164 @default.
• W75808899 hasConceptScore W75808899C2777211547 @default.
• W75808899 hasConceptScore W75808899C2779258753 @default.
• W75808899 hasConceptScore W75808899C2781418482 @default.
• W75808899 hasConceptScore W75808899C3020528894 @default.
• W75808899 hasConceptScore W75808899C509550671 @default.
• W75808899 hasConceptScore W75808899C71924100 @default.
• W75808899 hasLocation W758088991 @default.
• W75808899 hasOpenAccess W75808899 @default.
• W75808899 hasPrimaryLocation W758088991 @default.
• W75808899 isParatext "false" @default.
• W75808899 isRetracted "false" @default.
• W75808899 magId "75808899" @default.
• W75808899 workType "book" @default.