The perceptions of students with different learning preferences regarding their learning experiences in a university classroom that incorporates instructional strategies for diverse learners

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dc.contributor.authorKim, Hyomi
dc.date.accessioned2016-05-02T22:45:20Z
dc.date.available2016-05-02T22:45:20Z
dc.date.issued2013-05
dc.description.abstractThis study investigated the extent to which the use of the Center for Research on Education, Diversity, and Excellence (CREDE) model facilitated learning preference congruent teaching, which I defined as instruction that seeks to maximize the utility of incorporating practices that take advantage of students' learning preferences into the educational process. The research questions were: How effectively do CREDE activity center tasks accommodate students with different learning preferences? How is the learning preference congruence of center tasks related to students' perceptions of center tasks? The learning styles of 16 undergraduates, in an introductory teaching course that used the CREDE model, were evaluated using the Learning Style Inventory. All data obtained from classroom observations, semi-structured individual interviews, and focus group interviews were analyzed using open and axial coding. The results showed the CREDE course facilitated learning preference congruent teaching to some extent, but not completely. Additionally, the center tasks that accommodated the participants' learning preferences were perceived more positively by the participants.
dc.description.degreeM.Ed.
dc.identifier.urihttp://hdl.handle.net/10125/102032
dc.languageeng
dc.publisherUniversity of Hawaii at Manoa
dc.relationTheses for the degree of Master of Education (University of Hawaii at Manoa). Educational Psychology.
dc.subjectCREDE
dc.titleThe perceptions of students with different learning preferences regarding their learning experiences in a university classroom that incorporates instructional strategies for diverse learners
dc.typeThesis
dc.type.dcmiText

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