LEARNING ORIENTATIONS AND LEARNING STYLES OF WISCONSIN POST-SECONDARY AGRICULTURE TEACHERS TOWARDS INSERVICE EDUCATION
LEARNING ORIENTATIONS AND LEARNING STYLES OF WISCONSIN POST-SECONDARY AGRICULTURE TEACHERS TOWARDS INSERVICE EDUCATION
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Date
1982
Authors
MICHAEL, IDOWU AYENI
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Abstract
The major purpose of this study was twofold: (1) to identify
the learning orientations and learning styles of Wisconsin postsecondary
agriculture teachers in relation to their inservice education
participation; (2) to determine whether there were statistically
significant variations in the teachers' learning orientations when
grouped by some selected demographic variables; and the teachers'
learning abilities when grouped by the learning orientations influencing
them.
Data were collected by mail questionnaires from the entire
population comprising 114 post-secondary agriculture teachers in the
state. The instrument utilized was the revised version of Education
Participation Scale (EPS) and Kolb's Learning Style Inventory.
The study utilized various statistical techniques to analyze the
gathered data including the factor method, one-way analysis of variance
(ANOVA), the scattergram, and the Friedman's two-way analysis of
variance. The .05 level of probability was used as the rejection
point.
The major findings of this study included the following:
1) Six learning orientations were obtained from factoring the
40-EPS items. Of the three factors - Professional Advancement,
Cognitive Interest and External Expectations - found
to influence the teachers' participation in inservice
programs, the Professional Advancement was the most influential.
The Social Welfare, Social Relationships and
Escape/Stimulation factors had no influence on the teachers'
participation.
2) Statistically significant differences and relationships were
observed in the data concerned with the teachers' learning
orientations and their demographic variables.
3) The teachers' learning style was identified as "Accommodator"
with most emphasis on the preferred learning mode of Active
Experimentation.
4) A statistically significant difference was observed in
the teachers' learning abilities.
The major conclusions were:
1) That program leaders need to stress the marketing strategy,
the practicality and relevance of program content.
Inservice program's must be planned based on the motives,
needs and interests of the participants.
2) That inservice leaders need to be conscious about providing
serious, intellectual and challenging programs.
3) That leaders should endeavour to match the learning
orientations of the participants with appropriate learning
modes through careful program planning.
As a result of the conclusions of this study several implications
for planning and implementing inservice education as well
as areas for future research were suggested.
Description
A thesis submitted in partial
fulfillment of the requirements
for the degree of
DOCTOR OF PHILOSOPHY
(Continuing and Vocational Education)
at the
UNIVERSITY OF WISCONSIN-MADISON
1982
Keywords
LEARNING,, ORIENTATIONS,, LEARNING,, STYLES,, WISCONSIN,, POST-SECONDARY,, AGRICULTURE TEACHERS TOWARDS, INSERVICE EDUCATION