LEARNING ORIENTATIONS AND LEARNING STYLES OF WISCONSIN POST-SECONDARY AGRICULTURE TEACHERS TOWARDS INSERVICE EDUCATION

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dc.contributor.authorMICHAEL, IDOWU AYENI
dc.date.accessioned2014-03-11T07:37:33Z
dc.date.available2014-03-11T07:37:33Z
dc.date.issued1982
dc.descriptionA 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 1982en_US
dc.description.abstractThe 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.en_US
dc.identifier.urihttp://hdl.handle.net/123456789/3625
dc.language.isoenen_US
dc.subjectLEARNING,en_US
dc.subjectORIENTATIONS,en_US
dc.subjectLEARNING,en_US
dc.subjectSTYLES,en_US
dc.subjectWISCONSIN,en_US
dc.subjectPOST-SECONDARY,en_US
dc.subjectAGRICULTURE TEACHERS TOWARDSen_US
dc.subjectINSERVICE EDUCATIONen_US
dc.titleLEARNING ORIENTATIONS AND LEARNING STYLES OF WISCONSIN POST-SECONDARY AGRICULTURE TEACHERS TOWARDS INSERVICE EDUCATIONen_US
dc.typeThesisen_US
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