Date of Award
2002
Document Type
Dissertation
Degree Name
Doctor of Education
Department
Ed.D. Program in Child and Youth Studies
Keywords
additional equipment practice, analysis, applied dissertation, assistance, attitudes, behaviors, business meetings, causes, change, corporate personnel, data collection, demonstrations, delivery medium, dynamics, educational materials, effective business meetings, efficient business meetings, informal interviews, instruction, literature review, observations, participants, perceptions, positive levels of change, post-survey instrument, post-training session assistance, pre-survey instrument, presentation support, protocols, qualitative data collection, quantitative data collection, reports, room use objective, scenarios, solution strategy, student guide, training sessions, training strategy, use objective, video teleconferencing, video teleconferencing room
Abstract
This applied dissertation was designed to improve student achievement and attitude in a middle school social studies class. Students were not performing well on tests and exams after experiencing traditional visual and auditory instructional methods. The Jack of diversity and creativity in delivery of instruction resulted in limited academic achievement and poor attitude towards social studies learning. Furthermore, long-term memory was also negatively affected because the traditional teaching approaches did not emphasize higher level thinking that promotes greater retention. The study integrates theoretical research concerning how students learn to the development of a strong historical rationale for implementing learning styles and multiple intelligences theory in the classroom (Jung, 1927; Piaget, 1954; Gardner, 1983, 1993, 1998; Gregorc, 1979). The first goal of the study was to improve student attitude toward social studies lessons. A second goal of the study was to improve student achievement as measured by unit tests. The third goal of the study was to improve long term memory as measured by student achievement on semester exams.
The solution strategies applied in the study included the development oflesson plans and instructional methods to provide students with learning experiences that included all learning styles (visual, auditory, tactile, and kinesthetic). Daily lessons thoroughly integrated the research on learning styles to provide content area instruction that directly addressed the learning preferences of each student (Barbe & Swassing, 1979, 1988; Dunn, 1995; Dunn & Dunn, 1979, 1992). Furthermore, the study served to replicate current research methods that involve diverse teaching and assessment strategies (Albero, Brown, Eliason & Wind, 1997; Himot, 1994; Lindvall, 1995; Roberts, 1998). Finally, at the end of each unit the study included the administration of a Semantic Differential Scale (SDS) to assess student attitude towards social studies.
An analysis of the data shows that the study was successful in improving student attitude, long-term memory, and achievement as measured by unit tests. Each of the three goals was met with similar success and aII showed significant improvements in each area. The study is limited by the sampling methods that included a convenience sample of middle school social studies students of average to gifted ability.